臺北市國小資優方案資訊科技課程實施現況探討

An Exploratory Study on the Implementation and Evaluation of Information Technology Curriculum for Gifted Education in Taipei Elementary Schools

運算思維是資訊科技教育重點培養之能力，即運用有效方法或工具的問題解決能力，而問題解決能力的培養在資優教育上亦極為重視。本研究為了解臺北市國小資優教育資訊科技領域課程實施區分性教學的作法，採用觀察研究與訪談法蒐集資料，入班觀察資優教育資訊科技領域課程，並訪談授課教師，訪談內容包含課程實施情形、教師區分性教學與評量兩個主要向度。此外，研究者嘗試以區分性評量理論的The Developing and Assessing Products Tools（DAP）設計具有執行可行性的評量方式，期能提供資優教師精進實作評量之參考。
研究結果分為以下三大項：
一、國小資優教育資訊科技領域課程實施方面
1.資訊科技課程具備五項優勢，分別是高度的實作性、與科技趨勢的即時接軌、跨領域整合能力、創意思考與問題解決的導向，以及數位倫理意識的培養。
2.授課教師常以生活中的實例引發學生學習動機。
3.在教學策略中運用專題導向學習。

二、教師於資訊科技課程中採用的區分性教學與評量
1.區分性教學調整上，多以內容與歷程的調整為主，成果調整則鼓勵學生自由選擇表現方式。
2.在教學執行上，宜特別關注三項重點，分別為技術更新的敏捷性、教學歷程上的區分性、數位素養與倫理意識的培養。
3.在評量方式上多採實作評量，評量簡略區分三個等級（不通過、通過、精熟）。
三、區分性評量理論The Developing and Assessing Products Tools（DAP）的實務可行性
1.評量架構包含對能力分級與創意表現的明確劃分與描述。
2.具體表現呈現上，學生於運算思維、實作技能與創意表現等面向展現多元能力。

整體而言，資訊科技課程具備高實作性、緊扣科技趨勢與跨領域整合等優勢，有助於提升學生的技術操作與應用能力。課程強調創意思考與問題解決，能有效激發學生的創造力與批判思維。同時透過數位倫理教育，培養學生正向的科技使用態度與良好的數位素養。在教學實施上，教師運用生活情境中實例，將抽象概念化為具體進行教學，能提高學生學習動機；在長期、系統性的資優資訊專長領域課程中，採用專題導向學習，有利學生將所學運用於實際生活上的問題解決。此類課程設計亦應特別關注三項教學執行要素，分別為技術更新的敏捷性、教學歷程上的區分性，以及數位素養與倫理意識的培養。

Computational thinking is a core competency emphasized in information technology (IT) education. It refers to the ability to solve problems through the effective use of methods or tools, a skill that is also highly valued in gifted education. According to a survey conducted during the 2023 academic year (112th school year in the ROC calendar), 30 out of 41 elementary schools in Taipei with gifted resource classes offered IT-related courses within the specialized domain of special needs education.
This study aims to explore the current implementation of information technology curriculum within gifted education programs in Taipei’s elementary schools. Using classroom observation and teacher interviews as the primary methods of data collection, the researcher observed IT classes for gifted students and conducted interviews with instructors. The interviews focused on two major dimensions: curriculum implementation and the differentiated instructional and assessment strategies employed by teachers.
The results of this study are organized into three primary domains, as de-tailed below:
Implementation of Information Technology Curriculum in Gifted Education at the Elementary Level
1. The information technology curriculum offers five distinct pedagogical advantages: (a) a strong emphasis on hands-on learning, (b) alignment with emerging technological trends, (c) the ability to facilitate interdisciplinary integration, (d) promotion of creative thinking and problem-solving, and (e) the development of digital ethics and responsible online behavior.
2. Instructors frequently utilize real-life scenarios and examples to spark students’interest and enhance intrinsic motivation, thereby making abstract technological concepts more accessible and relevant.
3. Project-based learning (PBL) emerges as a dominant instructional approach, fostering student autonomy, critical thinking, and the practical application of knowledge in authentic contexts.
Differentiated Instruction and Assessment Strategies in the Information Technology Curriculum
1. Differentiation is primarily achieved through modifications in content and learning processes, while product differentiation is facilitated by encouraging students to choose personalized for-mats to express their learning outcomes.
2. Effective implementation of the curriculum necessitates special attention to three critical dimensions: (a) adaptability to rapidly evolving technological tools and platforms, (b) instructional differentiation to accommodate diverse learner profiles, and (c) de-liberate cultivation of digital literacy and ethical awareness.
3. Assessment practices largely emphasize performance-based evaluation. Student outcomes are typically classified into three tiers of proficiency: not yet competent, competent, and proficient/mastery, allowing for clear benchmarking of learning progress.

Practical Feasibility of Differentiated Assessment through the Devel-oping and Assessing Products (DAP) Framework
1. The DAP framework provides a structured and coherent system for differentiated assessment. It includes explicit criteria and descriptors for both skill proficiency and levels of creative expression, supporting nuanced evaluation across diverse learner out-puts.
2. Students demonstrated multifaceted competencies in computational thinking, hands-on technical skills, and creative performance, indicating that the DAP model effectively captures the complexity and individuality of student learning in gifted education contexts.
The information technology curriculum offers key strengths, including strong hands-on learning, alignment with technological trends, and interdisciplinary integration, which help develop students’technical and applied skills. Its focus on creative thinking and problem-solving promotes both creativity and critical thinking. Through digital ethics education, students are also guided to form positive technology attitudes and sound digital literacy.
Instructionally, real-life examples help contextualize abstract concepts, boosting student motivation. In long-term gifted programs, project-based learning enables practical problem-solving. Effective curriculum design should at-tend to three core elements: technological adaptability, differentiated instruction, and ethical digital competence.