| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 102 === The purpose of this study is to explore the learning needs of elementary gifted students, , as well as acceptance of Learning Satisfaction to resource program, and to understand different gender, region, grades gifted students' learning needs and acceptance of Gifted Education Learning Satisfaction circumstances.
The study selected students from northern Taiwan (Taipei, New Taipei City), central Taiwan (Taichung City, Changhua County), and southern Taiwan (Tainan City, Kaohsiung City) whom had been placed in the general intelligence gifted resource room in elementary school from grade 4 to 6, totaling 805 people. Using questionnaire survey "gifted student learning needs survey" and a Chinese translation version of a foreign scale called “My Class Activities” to collect data. Then the data results will be processed according to its mean, standard deviation, percent, t-test and one-way ANOVA statistical methods for analysis. The main results of this study are as follows:
1. Gifted students held a “necessary” view for learning content, learning process, learning environment and learning outcomes. In four dimensions, the average scores high to low were “learning outcomes”, “learning environment”, “learning process” and “learning content”.
2. The elementary school gifted students' top ten learning needs were, “to have a hands-on opportunity to experiment or operation”, “teachers or schools can provide a variety of extracurricular educational activities”, “courses content to be novel”, “technology equipmenxt is well-prepared”, “class atmosphere is humorous”, “learning content is diversified, not monotonous”, “school environment is friendly and respectful”, “books or teaching aids are adequate”, “teaching content in here helps me grow up” and “teaching content inspires my creativity”.
3. Female gifted students scored significantly higher than male students in “learning process”, “learning environment” and “learning outcomes” of learning needs. The learning needs were no significant difference in all dimensions; In the part of different grades, “learning process” dimension of the fourth grade gifted students scored significantly higher than the sixth grade gifted students, in “learning outcomes” dimension of the fourth grade scored significantly higher than fifth and sixth grade, and fifth grade also scored significantly higher than the sixth grade.
4. The suervy showed a high learning satisfaction from gifted students in elementary school, and the overall average score was “agree” level, from high to low were “pleasure”, “interested”, “choice” and “challenge”.
5. There was no significant difference when it comes to survey in different gender gifted students. In different regions, the “challenge” dimension, southern gifted students scored significantly higher than those in the north and central. As for the “interest” and “challenge” dimensions, fourth and fifth graders scored significantly higher than the sixth graders; “choice” dimension of the fourth graders scored significantly higher than fifth and sixth grade, “pleasure” dimension of the fourth grade scored significantly higher than fifth and sixth grade, and fifth-graders also scored significantly higher than the sixth graders. It showed that the scores reduced with their age.
Practical suggestions for the authorities, administrators, teachers and future researchers will be provided based on the findings.
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