國小資賦優異學生合作行為觀察量表編製之研究

Abstract

本研究之目的，為發展一份適用於國小資賦優異學生之合作行為觀察量表，做為資優學生於團體活動或人際互動過程中的行為觀察評估工具。研究方法乃運用修正式德菲法，邀集11位相關領域學者及現場教師組成專家小組，進行兩回合修正式德菲法問卷，透過文獻探討及專家意見的整合，建構出資優學生合作行為觀察量表之內涵及指標。研究結論如下： 一、本研究編製之資優學生合作行為觀察量表包含三大構面，分別為溝通行為、適應行為、領導行為，並針對各構面細項研擬出共計32項行為指標。 二、在溝通行為方面包含11項指標，其中「表達自我想法」及「有效聆聽」均為評估資優學生合作行為的關鍵要素，同時也是良好溝通的基礎。 三、在適應行為方面包含11項指標，對於「自我調節」、「主動參與」及「接受回饋」等指標的觀察，有助於觀察者深入瞭解資優學生於合作歷程中展現出的自我調整意識及彈性空間。 四、在領導行為方面包含10項指標，「團隊經營」及「制訂目標或決策」是領導行為構面中相對重要的指標，對於團隊合作的成效具有正面的影響力。 依據上述結論，研究者最終提出包含量表使用、教輔延伸及未來研究等三項具體建議。The study aims to develop a behavior observation scale that can effectively assess the cooperative behavior of elementary school gifted students during group activities and social interactions.The study utilized a literature review and the modified Delphi method to assess the significance of cooperative behavior indicators. An expert panel consisting of 11 scholars and on-site teachers was assembled to participate in two rounds of questionnaires.Research conclusion as follows:1. The observation scale for cooperative behavior of gifted students developed in this study includes three major dimensions: communication behavior, adaptation behavior, and leadership behavior. A total of 32 behavioral cues were established across these three categories.2. There are 11 indicators in terms of communication behavior."Expressing one's own thoughts" and "active listening" are key elements for evaluating the cooperative behavior of gifted students and serve as the basis for effective communication. 3. There are 11 indicators in terms of adaptive behavior. By observing key elements such as "self-regulation," "active participation," and "accepting feedback" can help observers gain a deeper understanding of the self-adjustment awareness and flexibility exhibited by gifted students in the cooperative process. 4.There are 10 indicators in terms of leadership behavior."Team management" and "setting goals or making decisions" are considered key elements in leadership behavior and have positive impact on the efficiency of teamwork. Based on the above conclusions, the researcher ultimately proposed three specific recommendations, including the use of scales, applications in education and counseling, and suggestions for future research.