資優學生情意發展的系統觀與藍圖

System Perspective and Blueprint of Affective Development for Gifted Students

近來學者們指出資優或才能是個人受環境、學習與經驗交互作用後發展的成果，具有可塑性；而資優學生的發展會受到個人、家庭、學校，社會系統間的相互牽動。系統觀的概念強調個人圍繞在眾多系統當中，無法單一存在，且系統與系統之間是相互依存的整體。在這些系統中，Gagné（2007）主張個人內在因素對資優者發展具有最高的預測力，此彰顯出資優生情意發展的重要影響力。本文的目的是以系統觀的角度探討資優學生情意發展，並建構宏觀的情意教育藍圖與實踐。透過文獻探討，本文首先論述資優學生情意發展的系統觀，並勾勒出情意發展的重要內涵，包含認識自己、群我關係、和諧共存、共同體感覺及連結未來五個部分。接著，本文提出教學實務上的實踐原則與方法，並搭建資優學生系統觀情意發展之課程架構，進而提供具體的教學實例。最後，本文提出實務工作者應以更完整的全貌視角來理解資優學生情意發展的需求，引領學生帶著綜觀與整體的眼光來端看自己、他人與這個世界。當教師擴大時間與空間的範疇，充分考量學生與周圍系統的互動關係與脈動，就能促進每一個學生在系統中的自我覺察與反思，再透過不斷連結自身內在的需求，聽見自己內心的聲音，從親近自身的力量，進而向外延伸拓展到遙遠的未來，讓學生得以實踐自我的潛能，朝共同體感覺前行，進一步邁向全人的發展。

Recently, scholars have pointed out that giftedness or talent is the result of an individual's development after the interaction of environment, learning, and experience, and is malleable; while the development of gifted students will be affected by the interaction among individuals, families, schools, and social systems. The concept of system view emphasizes that individuals are surrounded by many systems and cannot exist alone, and systems are interdependent as a whole. Among these systems, Gagné(2007) claimed that individual intrinsic factors have the highest predictive power on the development of gifted students, which highlights the important influence of gifted students' affective development.
The purpose of this paper is to discuss the affective development of gifted students from the perspective of the system, and to construct a macro blueprint and practice of affective education. Through literature review, this paper first discusses the system view of gifted students' affective development, and outlines the important connotations of affective development, including five parts: self-knowledge, group-self relationship, harmonious coexistence, community feeling, and connection to the future. Next, this article puts forward the practical principles and methods in teaching practice, and builds a curriculum framework for the development of gifted students with a systematic view of affection, and then provides specific teaching examples. Finally, this paper proposes that practitioners should understand the needs of gifted students' affective development from a more complete perspective, and lead students to look at themselves, others and the world with a comprehensive and holistic perspective. When teachers expand the scope of time and space and fully consider the interaction and pulsation between students and the surrounding system, they can promote each student's self-awareness and reflection in the system, and then through continuous connection with their own inner needs, they can hear their own inner voice , from being close to one's own strength, and then extending outward to the distant future, so that students can realize their own potential, move forward towards community feeling, and further move towards the development of the holistic person.