A Study on the Current State of the Art Gifted Programs of Yilan County Elementary and Junior High Schools

• Main Authors: Lin, Mu-Shui, 林木水
• Other Authors: Chen, Yi-Fen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/14730218479528200848

碩士 === 佛光大學 === 社會教育學研究所 === 95 === Abstract The main purpose of this research is to find out about the establishment procedures, recruitment qualifications, difficulties in operation, and future development of the Art Gifted Program in Yilan County. The processes, conditions, and purposes of establishment, as well as the future prospects of the Art Gifted Program, are significantly different from one school to another. The main study method employed in this study was Quality Research of Interview. At each school, the administrator of the Art Gifted Program, the Senior Art Teachers, and teachers holding degrees in art education with more than 3 years of teaching experience were interviewed. The findings of the research are as follows: 1. The Ministry of Education surrendered the authority of establishing the Art Gifted Class to the Bureau of Education of each county. Yilan County first established the Art Gifted Program in 1997. At that time, one Junior High School and one Elementary School both north and south of the Lanyang River were selected. However, the review of conditions was not carried out to a necessary extent, and in the beginning all the schools encountered difficulties that went beyond expectations. 2. The appraisal of students in the Art Gifted Program was affected by the desire for higher education, an insufficiency of tools for appraisal, and the vast differences in recruitment and appraisal between Junior High School and Elementary School. Furthermore, the criteria for recruitment were found to be ambiguous, since the schools occasionally had to lower the criteria for meeting the necessary number of students in the class. This led to substantial differences in quality of students. Additionally, as there is no mechanism for unqualified students to return to their original classes, teachers are made to bear the responsibility for continuing to educate those students whose abilities fail to meet class requirements. 3. The 9-Year-Through Program also caused confusion in the planning of the Art Special curriculum. The qualifications of the teachers, the course content, and the teaching methods are significantly different in different classes and schools. Insufficiencies of teaching space and funding added to the difficulties of implementation. However, despite these difficulties, the teachers interviewed generally believe that schools should maintain and develop the Art Gifted Program system. Suggestions arising from the research: 1. Suggestions for competent educational agencies: Gifted Education is the leading part of general education and is an important mechanism for the country to nurture key human resources. Suggestions for the establishment, appraisal, and administration of Gifted Education Programs are provided in the research. 2. Suggestions for school administration staff: Because developing the Art Gifted Program is part of developing schools’ educational environments, support in the form of funding and equipment should be sufficiently provided. Additionally, there shall be further support in the form of administration and other events. 3. Suggestion for instructors of the Art Gifted Program: The nature of the Art Gifted Program shall be more concretely determined and teachers’ instruction research time shall be used properly in order to ensure sound planning of the curriculum to boost instruction ability. 4. Suggestions for subsequent researchers: Further research should maintain observations on the subsequent development of subjects related to the Art Gifted Program and develop a professional program for continuing to address specific research issues. Key words: Arts Gifted, Art Gifted Program