本研究旨在了解國民小學一般智能資優資源班教師獨立研究課程設計與教學效能之現況及關係，透過不同背景變項探討國民小學一般智能資優資源班教師在獨立研究課程設計與教學效能之差異情形，進而探究國民小學一般智能資優資源班教師的獨立研究課程設計對其教學效能之預測力。本研究採用問卷調查法，係以自編之「十二年國教資優特需課程－獨立研究教學量表」為研究工具，以臺灣國民小學一般智能資優資源班教師為研究對象，共發出298份問卷，回收有效問卷260份，有效問卷回收率達96.7%。本研究進行描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關及逐步多元迴歸分析等統計方法，獲知以下研究結果：（一）資優教師於獨立研究課程設計及其教學效能評定得分屬於中高程度。（二）不同年齡、教育程度之資優教師其獨立研究課程設計具有差異。（三）不同教育程度、特殊教育專業背景之資優教師其獨立研究課程教學效能具有差異。（四）資優教師獨立研究課程設計與獨立研究課程教學效能之間呈現顯著正相關。（五）資優教師獨立研究課程設計及其各向度中，以「獨立研究課程設計全量表」對其教學效能最具有預測力。

Purpose <p> Independent study courses were crucial to the cultivation of various learning abilities and high-level thinking skills of gifted students, and would promote them to become explorers and producers. Gifted education teachers would play the key role in stimulating the potential of gifted students, developing their physical and mental characteristics, guiding students to become lifelong learners, which would help gfited students experience the joy of discovery and exploration, as well as the value of each other’s ideas. Based on the research background and motivation, the research purposes and questions were described as follows: <p> 1. Research purposes: (1) to understand the current situation of independent study courses on curriculum design and teaching effectiveness of gifted education teachers in elementary schools. (2) to explore the differences in independent study courses of curriculum design among teachers of gifted education teachers with different background variables in elementary schools. (3) to explore the differences in independent study courses of teaching effectiveness among gifted education teachers with different background variables in elementary schools. (4) to explore the relationship between independent study courses on curriculum design and teaching effectiveness of gifted education teachers in elementary schools. (5) to explore the predictive power of independent study courses of curriculum design for gifted education teachers’ teaching effectiveness in elementary schools. <p> 2. Research questions: (1) What is the current situation of independent study courses on curriculum design and teaching effectiveness of gifted education teachers in elementary schools? (2) Are there differences in curriculum design of independent study courses among teachers of gifted education teachers with different background variables in elementary schools? (3) Are there differences in independent study courses of teaching effectiveness among gifted education teachers with different background variables in elementary schools? (4) Are there any relationships between curriculum designs and teaching effectivenesses of independent study courses by gifted education teachers in elementary schools? (5) Do the effectiveness of curriculum design by gifted education teachers predict their teaching effectiveness? <p> Methods <p> Questionnaire survey was adopted in this study, and the questionnaire “The 12-Year Basic Education Special Needs Courses for Gifted students: Teaching Scale of Independent Study Courses” was developed. Participants of this study were gifted education teachers in elementary schools. A total of 298 questionnaires were sent out, and 260 valid questionnaires with a valid response rate of 96.7% were obtained. The factor loadings of each dimension of the “Independent Study Course Design Scale” are all greater than .800, and the cumulative explained variance is greater than 73%; the factor loadings of each dimension of the “Independent Study Course Teaching Effectiveness Scale” are greater than .700, and the cumulative explained variation is greater than 65%. Therefore, it indicates that the construct validity of the two scales is good. This study also used Cronbach’s alpha reliability coefficient to test the reliability of the scale. The analysis results showed that the alpha value of the independent research course design scale was .975, and its alpha values in each dimension were from .925 and above (inclusive) to below .950 (Including), respectively, α = .950 for literacy-oriented gifted curriculum model design, α = .937 for curriculum adjustment teaching and assessment, α = .925 for teaching content of cross-field courses; α for independent research course teaching effectiveness scale The value is .956, and the α values of each dimension range from .872 or above (inclusive) to .905 or below (inclusive), which are α = .905 for knowledge related to gifted education, α = .903 for resource class management, teaching beliefs and Attitude α = .872, teaching professional development α = .891. Data were analyzed by using the statistical approaches of frequency distribution, percentage, mean, t-test, and one-way ANOVA, Pearson product-moment correlation and multiple regression. <p> Results <p> The results showed that the curriculum design and teaching effectiveness of independent study courses for gifted education teachers were at a medium to high level. There were significant differences between gifted education teachers’ age and academic degrees in terms of curriculum design of independent study courses. There were significant differences between gifted education teachers’ academic degrees and special education backgrounds in terms of teaching effectiveness of independent study courses. There was a significant positive correlation between curriculum design and teaching effectiveness of independent study courses for gifted education teachers. The teaching effectiveness of independent study courses for gifted education teachers can be predicted by curriculum design. <p> Conclusions <p> According to the research results mentioned above, this study proposes teaching and research suggestions that can be explored in the future: (1) The average scores for teamwork and cross-field discussions among teachers are relatively low. Therefore, communication and teamwork with teachers and experts in different fields should be enhanced to improve teachers’ independent research course design and teaching effectiveness and it is found that positive and active planning for improvement in professional fields can enhance teachers’ relevant professional knowledge, improve teachers’ recognition of their own profession, and achieve literacy-oriented curriculum teaching. (2) There are significant differences in the gifted resource teacher with different ages in the design of independent study courses, and teachers’ willingness to participate in independent research-related research activities, and the establishment of parent-teacher relationships between teachers and parents, and the design based on local characteristics and students’ life experiences The average score of independent study courses is relatively low, and there is a high positive correlation between independent study course design and teaching effectiveness. Therefore, teachers are encouraged to develop a professional community for independent research course teaching, share practical teaching experience, and enhance teaching professionalism; and conduct practical research related to independent research, and develop relevant teaching materials and teaching guidelines for independent research courses and provide teaching guidelines; and through multiple Promote and promote independent research course information through channels, allowing parents to deeply participate in students’ independent research process, and seek assistance from relevant community resources and professionals. (3) The independent study courses on curriculum design and teaching effectiveness are highly correlated, and that the independent study courses on curriculum design of gifted education teachers is highly predictive of their teaching effectiveness. Therefore, it should be well planned and diversified during the pre-service training stage of teachers. Independent study of relevant professional courses, combined with on-the-spot practical learning, to improve teachers and students’ teaching professional knowledge and quality in independent study courses, thereby helping to improve teaching effectiveness.