國民中學資優班畢業生教育成就之追蹤研究

我國資優教育自民國62年正式進行實驗，已歷經三階段。本研究主要目的即在探討我國國民中學階段的資優教育成效。本研究具體目的為探討影響資優生學習成就因素、分析資優生對資優教育之意見，並建立有效之晤談追蹤研究模式。抽樣面，以「性別」和「意願」為取樣依據，男生樣本並考慮「成就」因素。根據陳明印（民77）研究所建名冊，就南區五所國中前三屆資優畢業生作分層隨機抽樣，樣本數60，男女各半。目前有52人就讀大學，7人就讀三專、空中大學一位，其中大學生就讀科系以理工系佔24人為最多。晤談訪問表除第八題外，其餘七題皆為結構性題目，並由晤談人員視情況輔以非結構式問題。 綜合研究結果及建議，可分四項說明： 一、研究發現半數受訪者表示在資優班期間曾遭遇生活方面的困難。低意願組受訪者更多數感受到學習及心理上的壓力因此實應加強資優生之輔導及設置個別化教育方案，並加強學校與家長之溝通，採適當的管教方式。 二、根據研究結果分析，研究者建議建立專業資優班師資培育管道、鼓勵專家參與教材之編訂、充實教學設備及資源，並建立合於我國情況的完整資優生升學體制。 三、加強資優畢業生之追蹤輔導，以利日後追蹤研究之進行及資優教育成效評估。 四、建立適合我國情境的資優生追蹤研究模式。依據此次研究發現，研究者認為資優生研究模式可分計劃、準備、晤談、整理四階段，簡述如下： （一）計劃階段：研訂晤談追蹤計劃。 （二）準備階段：確立名冊、晤談人員訓練、完成連繫工作、瞭解晤談對象、準備晤談工具。 （三）晤談階段：建立關係、掌握情境、適時追問、記錄晤談內容、與受訪者核對記錄。 （四）整理階段：分析資料、撰寫報告。

The three stages’ experimental programs for junior high school gifted student have been implemented since 1973. However， only a few effort has been done to evaluate the effects of the experimental programs. The purposes of this study was to explore the factors related to the students academic effectiveness and to find an appropriate follow-up interview research model wwhich couuld be used in the future longitudinal study in this country. Bu using the follow-up interview and questionnaire methods， sample of the study are sixty college students who had been enrolled in the first stage’s experimental gifted program during their high school career in 1973. The participants in this study were selected by randomly sampling technique. They are all graduated from five junior high schools located in the southern Taiwan and most of them are now enrolling in four year’s college. Results of analysis yield significant findings from both qualitative data. The result indicate that the majority of samples recalled their academic and psychological adjusted problems during their high school gifted class period. Despite the well-adjustment of these gifted students， the study find that the gifted class students shall pay more attention to both anademic and psychological guidance. In addition， this study also suggest that the follow-up guidance must be implemented in high school gifted programs. finally， the four steeps of the follow-up research model are also recommended by this study.