本研究旨在探討教師對提早入學資優兒童的教育理念，及其進入國小就讀後之社會支持與優勢發展。本研究以個案研究取向，深入理解一位提早入學資優兒童與其導師於此情境建構之脈絡。研究者透過觀察兒童與教師之關係，及個案與同儕互動、學校生活等向度，了解歷程之重要事件，藉此分析教師如何建構其優勢發展與提供社會支持。研究發現教師能認同資優理念與理解資優特質，並關注其身心狀態與學校適應，作為學習基礎之延續並擴大優勢發展場域。此外，亦透過班級活動參與及營造挑戰情境並連結同儕興趣而增進團體互動。親師角色理解與權力釋放也是建構社會支持的關鍵，使教師理解其優弱勢特質並調整策略，進而強化優勢以擴展學習領域。本研究建議教師可從活動及遊戲帶領之互動情境，培養優勢覺察力，同時對照個人特性，思考優勢啟發之途徑並鼓勵利他行為，以發展良好之社會情緒。後續研究亦可思考提早入學資優兒童入學後，其親師之間的溝通協調與合作互動，能否幫助教師更了解其優、弱勢特質，以調整教學策略或規劃更具挑戰之情境。

The purpose of this research was to explore teachers’ educational philosophy for gifted children of head start program and to understand the social support and advantage development after entering elementary school. In order to gain a deeper understanding of the context constructed by a gifted child and a teacher in the school environment, this study was conducted as a case study. Researcher observed the relationship between the child and teacher, peer interaction, school life, and understood the important events of the process to analyze social support and how teachers constructed advantage development. This research found that the teacher could identify with the concept of giftedness and understand the characteristics of giftedness, and pay attention to their physical and mental state, school adaptation, as a continuation of the learning foundation to look for advantageous development areas. In addition, through participation in class activities, creating challenging situations and connecting peer interest, enhanced group interaction. However, understanding the roles of parents and teachers and the release of power were the key to constructing social support, which enabled teachers to understand their strengths and weaknesses and adjust their strategies to strengthen advantages and expand learning areas. Therefore, this research suggested that teacher could cultivate superiority awareness from interactive situations led by activities and games. In addition, teachers should compare the characteristics of students and rethink the ways to inspire advantages and encourage altruistic behaviors, so as to develop good social emotions. The followup research could also be used as an extension to think about the communication, coordination and cooperation interaction between the parents and teachers, which examines whether it can help teachers understand advantageous and weaker traits so as to adjust teaching strategies or plan for more challenging situations.

資優; 教育理念; 社會支持; 優勢發展; 提早入學

gifted; educational philosophy; social support; advantages development; head start program