本研究旨在探討國內外資優教育文獻發展的概況與趨勢，採用文獻計量分析法聚焦文獻分布特性與引用情形。透過國內華藝與國外Web of Science資料庫，蒐集1991至2020年間發表的資優教育相關文獻，從年代、作者、國家、研究領域及出版品等進行分析，並進一步探討高被引與共被引文獻的研究集群與核心主題。結果顯示，國內資優教育的文獻發展呈現成長趨勢，2010年後趨於平穩；國外自2015-2016後呈現快速成長的趨勢。在國內347位作者中，以12篇文獻居冠；國外3,263位作者以21篇居冠。國內每篇文獻約1位作者；國外每篇文獻約2位。文獻數量以美國居冠，臺灣位於全球第26。國內外研究領域皆以社會科學最多。國內文獻來自87種出版品，以《資優教育季刊》最多；國外來自515種出版品，以《Gifted Child Quarterly》最多。文獻引文數最多且被引用次數最高，國內為2001-2005年，國外為2011-2015年。國內側重實務層面的研究；國外聚焦理論層面。國內自2001-2005年後才有共被引文獻，2006-2010年出現次數和組數最多；WoS於1991-1995年已出現研究集群，2016-2020年的共被引文獻組數最多。根據結論提出四項建議，包含：強化跨域研究的多元和綜合、提供資優研究的指引和方向、促進研究集群的合作和交流、提高國內期刊的發展與影響等。

This study aims to explore the development and trends of literature on gifted education both domestically and internationally. Using bibliometric analysis, it focuses on the distribution characteristics and citation patterns of the literature. Data were collected from Airiti Library and Web of Science (WoS) databases, covering gifted educationrelated publications from 1991 to 2020. The analysis includes publication years, authors, countries, research fields, and publication sources, with further exploration of research clusters and core themes in highly cited and co-cited literature. Results indicate that the development of domestic literature on gifted education shows a growth trend, stabilizing after 2010, while international literature experienced rapid growth after 2015-2016. Among 347 domestic authors, the highest output was 12 publications by a single author, while among 3,263 international authors, the highest was 21 publications. On average, domestic publications involved one author per paper, while international publications averaged two authors per paper. The United States had the highest number of publications, with Taiwan ranking 26th globally. Both domestic and international research fields were dominated by social sciences. Domestic literature came from 87 sources, with (Gifted Education) being the most prolific, while international literature came from 515 sources, led by (Gifted Child Quarterly). The most cited domestic publications were from 2001-2005, while internationally, the peak citation period was 2011-2015. Domestic research primarily emphasized practical applications, whereas international studies focused more on theoretical exploration. Co-cited literature in domestic research only emerged after 2001-2005, peaking in occurrences and groupings during 2006-2010. In contrast, research clusters appeared in WoS as early as 1991-1995, with the largest number of co-citation groups identified between 2016 and 2020.

文獻計量分析;高被引;共被引;資優教育

Bibliometric analysis; High citation; Co-citation; Gifted education