資優隱喻：特教系大一學生對資優概念之研究

Gifted Metaphors: A Study of Special Education Freshmen's Perceptions of Giftedness

不論在日常生活或是文學作品中，「隱喻」無所不在（Lakoff & Johnson, 2003）。藉由隱喻，我們能透過其他人、事、物使他人理解我們主要所要講述的概念。而同時，我們使用的隱喻也反應了我們是如何思考當前講述之事物。
本研究之目的在於探討54位特教系大一新生對資賦優異學生的隱喻，透過線上問卷，探討特教系大一學生對於「資賦優異學生」的概念，參與的大一學生以書寫隱喻的方式，敘述對資優生的想像，研究者再進一步詮釋其思考的脈絡。
研究結果發現，特教系大一學生對資賦優異學生的隱喻可歸納為「後天培養」、「能力出眾」、「存在潛力」、「具層次性」及「易受忽略」五大類。其中，以「鑽石」、「千里馬」、「錦鯉」和「種子」等隱喻，強調資優生的「後天培養」者佔多數。本研究藉由語言隱喻的中介，協助教師了解大一學生對資優教育概念的理解，本研究之發現可提供師資培育教師對於師培生的想法，以作為未來設計教學內容與教學方式之參考。

Metaphors are widespread in everyday life and literature (Lakoff & Johnson, 2003). They convey concepts by relating them to people, events, or objects, revealing our thought processes.
This study explores metaphors used by 54 special education freshmen to de-scribe gifted students. An online questionnaire investigated their perceptions. Participants used written metaphors, and researchers interpreted their thoughts.
Relevant literature shows metaphors connect abstract concepts, enhancing understanding. The freshmen's metaphors are crucial to grasp their view of gifted education. Findings revealed five themes: "cultivation," "outstanding abilities," "potential existence," "stand out from the crowd," "often overlooked," Metaphors like "diamond," "thoroughbred," "koi fish," and "seed" emphasize "cultivation" for gifted students.
This research helps educators understand freshmen's perspective on gifted education, guiding teacher training and future teaching approaches.