本研究旨在編製一份幼兒資賦優異特質檢核表，以供學前資優鑑定初選之用，並比較在初選中運用不同鑑定模式對於鑑定一般智能優異幼兒結果之差異情形。本研究並蒐集幼稚園教師對於一般智能優異幼兒鑑定模式之看法，以提供未來教育決策單位規劃辦理一般智能優異幼兒鑑定之參考。
本研究以臺北市立東門國民小學附設幼稚園110名四至六歲的幼兒為研究對象，以幼兒資賦優異特質檢核表、托尼非語文智力測驗幼兒版（甲氏）、簡易個別智力量表及魏氏幼兒智力量表修訂版（中文版）為研究工具，對於幼兒進行各項施測工作，請其教師及家長填寫檢核表，之後，比較運用各種不同評量方式及工具對於鑑定一般智能優異幼兒結果的差異情形。
研究結果發現如下：
一、幼兒資賦優異檢核表的內部一致性信度介於.85~.96，效度方面，各 題通過專家審核比率介於56﹪~100﹪，信度、效度均相當合乎理想。此外，幼兒在檢核表之得分，性別和年齡變項的交互作用未達.05顯著水準，性別差異亦未達.05顯著水準，但是，幼兒在教師版檢核表得分之年齡差異達到顯著水準（p<.01），大班組幼兒的得分高於小班組幼兒。
二、幼兒在三種智力測驗得分的相關均達顯著水準（p<.01），且在作業 量表之間的相關較高。
三、教師和家長在幼兒資賦優異特質檢核表上的觀察評分與幼兒的簡易個別智力量表智商之相關達到顯著水準（p<.01），然而教師觀察和家長觀察與幼兒的語文智商之相關較高。教師觀察與家長觀察之間的相關也達顯著水準（p<.05），且教師與家長在幼兒實際能力表現部分觀察的相關較高。
四、教師觀察在資優幼兒與普通幼兒兩組之間的評分差異達顯著水準 （p<.01），對資優幼兒的評分高於普通幼兒（p<.01）；家長觀察在資優幼兒與普通幼兒兩組之間的評分差異則未達.05顯著水準。由此可知，教師觀察能夠鑑別出資優幼兒，家長觀察則不能。
五、不同鑑定模式之鑑定結果在入選幼兒人數、名單、及各項評量工具表現上均有差異。在初選階段，以結合團體智力測驗和教師觀察推薦的篩選模式，最能減少遺珠之憾；而在複選階段，採用魏氏量表為評量工具時，入選的幼兒人數較採用簡易個別智力量表時入選的人數為多。
六、參與座談的幼稚園教師建議一般智能優異幼兒鑑定應採多元的評量方式，在初步篩選階段採用團體智力測驗和教師觀察推廌兩種訊息，且標準放寬為平均數正一個標準差以上；在複選階段，採用分量表較多的個別智力測驗，以從更多元的向度發掘更多資優幼兒。
最後，研究者綜合本研究之結論與研究過程中的省思，提出在行政及研究上的建議，以作為未來一般智能優異幼兒鑑定及研究之參考。

The purposes of this study were to develop ”The Gifted Traits Checklist for Preschool Children” to screen the intellectually gifted preschoolers, and to compare the results of using different models for identifying preschool gifted children. The researcher also collected teachers' opinions on the screening standard and assessment tools.
The subjects were 110 four to six years old kindergartners. Three tests were administered for identifying the gifted children. They were TONI，Easy-and-Quick Intelligence Scale for Children（EQISC）, and WPPSI-R. The Gifted Traits Checklist for Preschool Children（GTCPC）was filled by parents and teachers separately to screen the gifted children. Three different models of identification were compared.
The results were as follows：
I. The inter-item consistency （Cronbach α）of the GTCPC is .85 ~.96. No significant difference of the scores getting on the GTCPC between boys and girls was found. But there was significant difference of the scores getting on the GTCPC（Teacher Verse）between group age 4 and group age 5（p<.01）.
II. Significant correlations among the scores getting on TONI，EQISC, and WPPSI-R（p<.01）were found. The correlations among verbal scales were more significant than those among performance scales.
III. Significant correlations between teachers and parents’ rating on the GTCPC and IQ scores（p<.05）were found.
IV. Teachers’ rating for preschool gifted children on the GTCPC were higher than those of their non-gifted counterpart（p<.01）. But no significant difference between the two groups on parents’ rating was found. Thus, teachers’ nomination on the gifted was more accurate than parents’.
V. Different identification models for preschool gifted children produced different results. At the screening stage, combing group intelligence test result and teachers’ observation could increase the opportunities entering to the candidate pool. At the identifying stage, using WPPSI-R as the assessment instrument can find more gifted preschoolers than EQISC does.
VI. Teachers suggested imply multi-assessments to identify gifted preschoolers. To find more gifted children, combing group intelligence test result and teachers’ nomination and lowering the standards to +1SD at the screening stage, and using individualized intelligence test with more sub-scales at the identifying stage was believed to be the most reasonable approach among three different identifying models.

壹、中文部分
王鍾和譯（民84）：兒童發展（第12版）。台北：大洋。
王振德（民88）：簡易個別智力量表實施手冊。台北：天馬。
李翠玲（民89）：我國資優學生提早入學制度。新竹：國立新竹師範學院特殊教育中心。
林寶山（民73）：學齡前資優兒童之學習特徵及其鑑定方式。資優教育季刊，12，2-6。
林柳君譯（民75）：你的六歲孩子。台北：信誼。
林生傳（民78）：教育社會學。高雄：復文。
林美珍（民85）：兒童認知發展。台北：心理。
林嘉綏、李丹玲（民88）：幼兒數學教材教法。台北：五南。
吳昆壽（民87）：資優幼兒的早期發現與培育。國民教育研究集刊，4，109-134。
吳淑美（民88）：學齡前課程本位評量。台北：心理。
徐秀珍（民88）：您的小孩是資優兒童嗎？五歲資優生讀小學，家長趨之若騖。今週刊，119，102-106。
陳榮華（民90）：魏氏幼兒智力量表修訂版（中文版）指導手冊。台北：心理。
陳滄堯譯（民87）：幼兒課程：從發展模式到實際應用。台北：五南。
陳龍安、金瑞芝（民85）：學前資優兒童教育。教育資料集刊，21，283-299。
張春興（民80）：現代心理學。台北：東華。
張春興（民85）：教育心理學－三化取向的理論與實踐。台北：東華。
張杏如、譚合令、邱德懿、歐陽誾（民79）：幼兒閱讀現況調查研究。信誼基金會學前兒童教育研究發展中心（未出版）。
郭靜姿（民76）：學習行為觀察量表初步編訂報告。特殊教育研究學刊，3，171-184。
郭靜姿、張蘭畹、林秋妹、王曼娜（民87）：文化殊異資優學生鑑定模式與評量之研究成果總報告（一）。行政院國家科學委員會專題研究計畫成果報告（未出版）。
教育部編（民82）：國民小學課程標準。台北：台捷。
教育部（民87）：身心障礙及資賦優異生鑑定原則鑑定基準。教育部台（87）特教字第87115669號函。
教育部（民88）：資賦優異學生降低入學年齡縮短修業年限及升學辦法。教育部台（88）參字第88010951號令。
黃瑞琴（民82）：幼兒的語文經驗。台北：五南。
黃慧真譯（民83）：發展心理學。台北：桂冠。
黃世鈺（民89）：學前認知能力測驗手冊。台北：五南。
黃世鈺（民90）：資優幼兒情意教育理論與實務。台北：五南。
楊怡婷（民84）：幼兒閱讀行為發展之研究。國立台灣師範大學家政教育研究所碩士論文（未出版）。
蔡瑞洪譯（民82）：不要低估你的孩子。台北：信誼。
臺北市政府（民88）：臺北市資賦優異教育白皮書。台北：台北市政府。
臺北市政府教育局（民89）：臺北市八十九學年度公立幼稚園暨國民小學附設幼稚園招生注意事項。
劉金花（民88）：兒童發展心理學。台北：五南。
鄭淑子譯（民77）：幼兒發展心理學－3~6歲。高雄：復文。
總統府（民70）：幼稚教育法。臺統（一）義字第七二五八號令公布。
盧雪梅（民78）：台北市民小學提早入學資優兒童學校生活適應之研究。國立台灣師範大學特殊教育研究所碩士論文（未出版）。
貳、西文部分
Alfonso, V. C., & Flanagan, D. P.（1999）. Assessment of cognitive functioning in preschoolers. In E. V. Nuttall, I. Romero, & J. Kalesnik （Eds.）, Assessing and screening preschoolers：Psychological and educational dimensions（2nd ed., pp.186-217）. Boston：Allyn & Bacon.
Assouline, S. G.（1997）. Assessment of gifted children. In N. Colangelo, & G. A. Davis（Eds.）, Handbook of gifted education（pp.89-108）. Boston：Allyn & Bacon.
Bagnato, S. J., Neisworth, J. T., & Munson, S. M.（1997）. Linking assessment and early intervention：An authentic curriculum-based approach. Baltimore：Paul H. Brookes.
Baska, L. K.（1989）.Characteristics and needs of the gifted. In J. Feldhusen, J. VanTassel-Baska, & K. Seeley（Eds.）, Excellence in educating the gifted（pp.15-28）. Denver, CO：Love.
Beaty, J. J.（1998）. Observing development of the young children（4th ed.）. Upper Saddle River, NJ：Prentice-Hall.
Burns, J. M., Mathews, F. N., & Mason, A. (1990). Essential steps in screening and identifying preschool gifted children. Gifted Child Quarterly, 34(3), 102-107.
Clark, B.（1988）. Growing up gifted（3rd ed.）. Columbus, OH：Merrill.
Clark, B.（1992）. Growing up gifted（4th ed.）. New York: Macmillan.
Cummings, W. B.（1980）. Cummings checklist of characteristics of gifted and talented children. (ERIC Document Reproduction Service NO. ED 187 065).
Davis, G. A., & Rimm, S. B.（1998）. Education of the gifted and talented（4th ed.）. Boston：Allyn & Bacon.
Dunn, R., Dunn, K., & Treffinger, D.（1992）. Bringing out the giftedness in your child. New York：John Wiley & Sons.
Edwards, C. P.（1999）. Development in the preschool years：The typical path. In E. V. Nuttall, I. Romero, & J. Kalesnik （Eds.）, Assessing and screening preschoolers：Psychological and educational dimensions（2nd ed., pp.59-71）. Boston：Allyn & Bacon.
Feldhusen, J. F.（1992）. Early admission and grade advancement for young gifted learners. Gifted Child Today, 15(2), 45-49.
Feldhusen, J. F., & Baska, L. K.（1989）. Identification and assessment of the gifted.In J. Feldhusen, J. VanTassel-Baska, & K. Seeley（Eds.）, Excellence in educating the gifted（pp.85-102）. Denver, CO：Love.
Gardner, H., et al.（1991）. Javits 7+ gifted and talented program：Kindergarten assessment model（Rev. eds.）. (ERIC Document Reproduction Service NO. ED 343 286).
Gear, G. H. (1978). Effects of training on teachers' accuracy in the identification of gifted children. Gifted Children Quarterly, 22(1), 90-97.
Gray, B. L. (1980). The young gifted child：An overview. (ERIC Document Reproduction Service NO. ED 197 532).
Gross, M. U. M.（1993）. Exceptionally gifted children. New York：Routledge.
Hodge, K. A., & Kemp, C. R.（2000）. Exploring the nature of giftedness in preschool children. Journal for the Education of the Gifted, 24（1）, 46-73.
Hoeksema, F. M. （1982）. Identifying intellectual advancement in preschools. (ERIC Document Reproduction Service NO. ED 235 923).
Jacobs, J. (1971). Effectiveness of teacher and parent identification of gifted children as a function of school level. Psychology in the Schools, 8, 140-142.
Karnes, M. B., & Johnson, L. J. (1989). Training for staff, parents, and volunteers working with gifted young children, especially those with disabilities and from low-income homes. Young Children, 44(3), 49-56.
Karnes , M. B., & Johnson, L. J. (1991). The preschool/primary gifted children. Journal for the Education of the Gifted, 14(3), 267-283.
Karnes, N. E., Shwedel, A. M., & Kemp, P. B.(1985).Preschool: Programming for the young gifted child. Roeper Review, 7(4), 204-209.
Kaufman, A. S., & Lichtenberger, E. O.（2000）. Essentials of WISC-Ⅲ and WPPSI-R assessment. New York：John Wiley & Sons.
Kingore, B.（1993）. Portfolios：Enriching and assessing all students, identifying the gifted grades K-6. Des Moines, IA：Leadership.
Kitano, M. K.（1989）. The K-3 teacher's role in recognizing and supporting young gifted children. Young Children, 44(3),57-63.
Lewis, M., & Louis, B.（1991）. Young gifted children. In N. Colangelo, & G. A. Davis（Eds.）, Handbook of gifted education（pp.365-381）. Boston：Allyn & Bacon.
Louis, B., & Lewis, M.（1992）. Parental beliefs about giftedness in young children and their relation to actual ability level. Gifted Child Quarterly, 36, 27-31.
Lupkowski, A. E.（1985）. Characteristics of gifted preschool children. (ERIC Document Reproduction Service NO. ED 258 403).
Mantzicopoulos, P. Y.（2000）. Can the Brigance KŽ Screen detect cognitive/academic giftedness when used with preschoolers from economically disadvantaged backgrounds？ Roeper Review, 22（3）, 185-191.
Parke, B. N. (1989). Gifted students in regular classrooms. Boston：Allyn & Bacon.
Piirto, J.（1994）. Talented children and adults：Their development and education. New York：Macmillan College.
Pletan, M. D., Robinson, N. M., Berninger, V. W., & Abbott, R. D.（1995）. Parents’ observations of kindergartners who are advanced in mathematical reasoning. Journal for the Education of the Gifted, 19（1）, 30-44.
Robinson, N. M.（1993）. Parenting the very young gifted child. Storrs, CT：National Research Center on the Gifted and Talented.（ERIC Document Reproduction Service NO. ED 371 536）.
Romero, I.（1999）. Individual assessment procedures with preschool children. In E. V. Nuttall, I. Romero, & J. Kalesnik （Eds.）, Assessing and screening preschoolers：Psychological and educational dimensions（2nd ed., pp.59-71）. Boston：Allyn & Bacon.
Sattler, J. M.（1992）. Assessment of children（3rd ed.）. San Diego, CA：Jerome M. Sattler.
Shaklee, B. D. (1992). Identification of young gifted students. Journal for the Education of the Gifted, 15(2), 134-144.
Shaklee, B. D., & Handsford, S. (1992). Identification of underserved populations：Focus on preschool and primary children. (ERIC Document Reproduction Service NO. ED 344 406).
Tuttle, F. B., & Beeker, L. A.（1980）. Characteristics and identification of gifted and talented students. Washington, D.C.：National Education Association.
VanTassel-Baska, J.（1988）. Comprehensive curriculum for the gifted learners. Boston：Allyn & Bacon.
Wolfle, J. (1989). The gifted preschooler：Developmentally different, but still 3 or 4 years old. Young Children, 44(3), 41-48.