一位語文能力優異學生才能發展歷程分析之個案研究

Abstract

本研究旨在以才能發展的典範取向，探討一位語文能力優異學生成長背景、才能發展的現況、影響其才能發展的因素，以及才能發展的歷程，研究者以個案研究法蒐集相關資料，分析其才能發展的各個階段，期望能夠提供教育工作者在資優教育中的參考。研究結果顯示：一、以Gagné的DMGT模式理論為視框來闡釋個案的才能發展，可以發現家庭支持和學校教育在其才能啟動和開展中扮演了關鍵角色，尤其是母親的持續支持和教師的專業指導。在學校課程設計和教學內容的引導下，個案的語文才能得到了充分的發揮和進一步的發展。二、研究者以標準化測驗工具，搭配自行整理的語文資優才能發展評量指標評估個案語文才能發展的現況，標準化測驗成果顯示了個案語文上的天賦潛能，而評量指標的結果則顯示個案在語文能力、作品中的高層次思考及個人內在特質的表現上，大多落在「能力試探與識別」及「專業素養的培育」二個層次內。三、以Subotnik等人所整理的才能發展進程，可看出個案才能發展的歷程有朝向更高層次階段發展的趨勢，但在小學階段僅能觀察個案從潛能天賦的識別發展到素養的階段。四、在才能發展過程中，個案受到了家庭、學校及個人內在特質的多方面支持，其中學校的主題式課程提供了其早期接觸語文發展的舞臺，並且提供機會讓他將能力進一步的整合應用。本研究呈現了語文資優生在才能發展過程中的具體經歷，期能為教育工作者提供實踐參考，有意識地支持學生才能發展。This study aims to explore the growth background, current status of talent development, influencing factors, and developmental trajectory of a linguistically gifted student from the perspective of the talent development paradigm. The researcher collected relevant data through a case study method and analyzed the various stages of the student's talent development. The research results indicate the following: 1. The case's talent development process aligns with Gagné's DMGT theory. Family support and school education played critical roles in initiating and developing the student's talents, particularly the continuous support from the mother and the professional guidance from teachers. 2. The researcher utilized standardized testing tools along with a assessment rubric for evaluating the talented development of the case. The standardized test results demonstrated the individual's inherent linguistic potential, while the assessment rubric indicated that the individual's performance in language abilities, higher-order thinking in their works, and personal intrinsic characteristics predominantly fell within the "ability exploration and identification" and "cultivation of professional competence" levels. 3. The developmental trajectory of the student's talent shows a trend toward higher levels, but at the elementary stage, it is only possible to observe the progression from potential and gifted identification to the competence stage.4. Throughout the talent development process, the case received multifaceted support from family, school, and personal intrinsic characteristics. The school's thematic curriculum provided an early platform for engaging with language development and offered opportunities for further integration and application of the individual's abilities. This study presents the specific experiences of a linguistically gifted student in the talent development process, aiming to provide practical references for educators to consciously support students' talent development.