本研究旨在發展臺灣國中STEM資優課程之內涵，透過德懷術邀請十二位專家組成專家小組，其中包含科學、科技、工程、數學與資優領域的十位大學教授，以及兩位現職國中資優教師，以專家自身經驗以及各自領域之專業知識提供相關意見，協助發展臺灣國中STEM資優課程內涵。根據研究結果，本研究透過兩回合德懷術問卷調查，將培育臺灣國中資優學生的跨領域研究知能、跨領域研究能力與跨領域專業倫理三項目標作為臺灣國中STEM資優課程的學習目標。另外，此課程以工程設計作為跨領域研究方法，發展出合計十九項學習表現與十六項學習內容，作為臺灣國中STEM資優課程內涵。本次研究成果除了可供臺灣未來於資優人才培育的相關政策與計畫提供建議，更可使現職資優教師於未來在規劃與實施STEM資優課程時，可以此課程內涵作為課程規劃之參考。

The purpose of this research is to develop the connotation of STEM curriculum for junior high school gifted students in Taiwan. This research employed the Delphi techniques and invited twelve experts to form an expert panel, including ten professors in the fields of science, technology, engineering, mathematics and gifted education and two current gifted and talented education [GATE] teachers in junior high school. They provided relevant opinions which based on their own experience and professional knowledge in their respective fields to assist to the development of the connotation of the STEM education curriculum for junior high school gifted students in Taiwan. According to the results of the research, we developed three objectives which included cultivating the interdisciplinary research knowledge, interdisciplinary research ability and interdisciplinary professional ethics as the learning objectives of the STEM education curriculum for junior high school gifted students in Taiwan through two rounds of Delphi technique questionnaires. In addition, we used engineering design as an interdisciplinary research method in the curriculum, and developed nineteen items of learning performances and sixteen items of learning contents as the connotation of the STEM education curriculum for junior high school gifted students in Taiwan. The results of this research can not only provide relevant suggestions for the GATE policies and plans for the cultivation of gifted and talented people in the future in Taiwan, but also serve as a reference for current GATE teachers to plan and implement STEM courses for gifted students.

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