| Summary: | 碩士 === 臺東師範學院 === 教育研究所 === 90 === The purpose of this research is to evaluate the instructional quality of the independent study in the gifted class of the elementary school and to establish a set of evaluation index according to the service quality mode of PZB. The researcher design our research instruments by this evaluation index, analyze the current situation of the instructional quality of the “Independent Study” in the elementary school by the questionnaire and understand the cause of “Gap” among the educational quality of the independent study of the gifted education by the statistic analysis. In addition, we draft an interview guide according to this analysis result. Furhermore, we interview the teacher with aboundant teaching experience of independetn study in the gifted class to clarify the reason for the “Gap” among the instructional quality and the current dilemma and further to provide substantial suggestions to improve the instructional quality of the independent study of the gifted class of the elementary school.
This research begins throgh documentary studies to collect the realted contents of the instructional quality of the independent study of the gifted education. Then it builds the content of the questionnaire by the important construct of the service quality mode of PZB and by the questionnaire development procedure of SERVERQUAL. Next, This questionnaire acquires validity and reliability by the professional content validity, pre-test and reliability analysis to produce the formal version of questionnaire. By this questionnaire, we investigate the sixth-year student of the elementary school in Taiwan (excluding islands) and do the descriptive analysis, t-test, one-way ANOVA and Games-Hoewll multiple comparison to the research data by SPSS 8.0. Besides, by the results of statistic analysis, the researcher drafts the interview outline to interview seventeen teachers with instructional experiences on the independent study in the gifted classes. According to the analysis of questionnaires and interview, the major conclusion of this research are made as follow:
1.There are fifty-nine evaluation indexes of the instructional quality of the independent study on the gifted class in elementary schools, including five constructs: “Resource Supply”, “Reliability”, “Responsiveness”, “Assurance” and “Affinity”.
2.The gifted student in elementary schools has high expectation on the instructional quality of the independent study, especially the construct of “Affinity”.
3.No difference exists among the expectation of the gifted student in elementary schools with different variables on the instructional quality of the independent study. Only a few constructs have different expectations.
4.The gifted student in elementary schools has negative feelings on the instructional quality of the independent study. Such constructs as “Resource Supply”, “Responsiveness” and “Assurance” don’t satisfy the requirements of the students on independent study, especially “Assurance” needed to be improved.
5.Some differences exist among the actual feelings of the gifted student in elementary schools with different variables on the instructional quality of the independent study. Roughly speaking, the student who belongs to the distributed class, the southern district and the middle-class scale has better feelings than those who belong to the concentrated class, the middle district and the large-class scale.
6.The gifted students in elementary schools has “Gap” senses on the instructional quality of the independent study, among which the “Responsiveness” is the maximum. It is the most urgent to satisfy the learning demand of students on the independent study.
7.The “Gap” sense of the gifted student in elementary schools on the instructional quality of the independent study will differ with different variables of school. That means the index of concentrated class is higher than the distributed class, the index of central district is higher than the southern district, and the index of large-class scale is higher than the middle-class scale.
8.The reason why the “Gap” of the instructional quality of the independent study in the concentrated class is larger than that in the distributed class is the burden of “Pressure of Entrance Examination”, leading to the phenomenon that the students and teachers cannot concentrate on the independent study.
9.The “Gap” of the educational quality of the independent study in middle district is larger than that in the northern and southern districts. The reason leading to the above condition is that the schools pay little attention to the independent study of the gifted class and is short of the long-term effective plan and promotion. In addition, with regard to the entrance to junior high schools as the educational direction, the schools and teachers easily sacrifice the independent study course of gifted class.
10.The “Gap” among the instructional quality of the large-class scale (over 21 students) is larger than that of the middle class (11 to 20 students). The reason leading to the above condition is that the number of students in the large class is more than that of the optimum scale (less than 20 students).
11.These instructional problems and difficulties causing “Gap” among the instructional quality of the independent study in the gifted education can be divided into three major dimensions: “School” (including teachers, students and instruction), “Parents” and “ Educational Administration Authority”, which lead to “Gap” of five major constructs.
12.The researcher concludes the some suggestions by the teachers of the gifted class in elementary schools are to eliminate the “Gap” of five major instructional quality constructs and in advance to elevate the instructional quality of the independent study. Finally the researcher finds that we must seek for the support and cooperation among “Schools”, “Parents ” and “Educational Administration Authority”.
According to the result, this research provides suggestions to the educational administration authority, the elementary school, the teacher of the gifted class and future researches for reference.
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