國小資優資源班教師與普通班教師互動交流現況與需求之研究
摘要
本研究旨在瞭解國小資優教育教師與普通班教師互動交流的現況與需求，比較國小資優教育教師與普通班教師互動交流現況與需求之差異情形與差距；同時探討不同背景變項之國小資優教育教師與普通班教師互動交流現況與需求情形，最後分析國小資優教育教師與普通班教師互動交流的困難與建議之方式為何。
本研究以北高兩市國小資優教育教師100人與普通班教師200人，共300人為研究對象，實際有效樣本數為213人。研究方法為問卷調查法和訪談法，問卷分析之統計方法為平均數、標準差、t檢定等，研究的主要發現有以下幾點：
一、 國小資優教育教師與普通班教師互動交流現況屬於中等以下程度，各層面由高而低依序為「互動交流的功能」、「一般需求」、「互動交流的內容」、「互動交流的方式」。
二、 國小資優教育教師與普通班教師互動交流需求屬於中等以上程度，各層面由高而低依序為「一般需求」、「互動交流的功能」、「互動交流的內容」、「互動交流的方式」。
三、 國小普通班教師與資優教育教師互動交流現況屬於中等以下程度，各層面由高而低依序為「一般需求」、「互動交流的功能」、「互動交流的內容」「互動交流的方式」。
四、 國小普通班教師與資優教育教師互動交流需求屬於中等以上程度，各層面由高而低依序為「一般需求」、「互動交流的功能」、「互動交流的內容」、「互動交流的方式」。
五、 國小資優教育教師與普通班教師互動交流現況與需求會因教師背景變項不同而有差異。
六、 國小資優教育教師與普通班教師互動交流現況與需求無顯著差異。
七、 國小資優教育教師與普通班教師互動交流現況與需求之間差距，以「互動交流的方式」的差距最大。
八、 國小資優教育教師與普通班教師互動交流現況的困難如下：缺乏時間或時間難以配合、以學生問題為導向的交流、地理位置限制、彼此的不瞭解、交流機會太少、不同的編制。
九、 國小資優教育教師與普通班教師互動交流的建議如下：減輕教師的負擔；學校安排學期討論或座談，以及調整資優生的編班制度；教師間互相學習觀摩，分享專長；互動交流關係中，資優教育教師扮演主動的角色；資訊共享，將不錯的藝文資訊或展覽活動訊息分享出來；以課程統整的方法，將例行性的互動交流融入課程中。
關鍵詞：資優教育教師、普通班教師、互動、交流

The purpose of this study is to understand the current situation and needs of interaction and sharing between regular class teachers and teachers of gifted students in elementary schools, and to compare the difference and gaps of the current situation and needs of interaction and sharing between regular class teachers and teachers of gifted students in elementary schools. In addition, this study also examines the current situation and needs of interaction and sharing between teachers of gifted students and regular classes in elementary schools under different background variables. Last but not least, the difficulties encountered and suggestions concluded in this study are analyzed and presented as well.
This study takes 100 teachers of gifted students’ classes and 200 teachers of regular classes in both Taipei and Kaohsiung as subjects, with a valid sample size of 213 teachers. The research methodology adopted in this study includes questionnaire survey and interview, while the statistical methods applied in the questionnaire analysis of this study require mean, standard deviation, t-test. The major findings of this study are stated as follows:
1. When teachers of gifted students in elementary schools tend to have lower degrees of interaction and sharing with teachers in regular classes in terms of the current situation, the four dimensions sequentially from top to bottom are “functions of interaction and sharing,” “general needs,” “ contents of interaction and sharing,” and “ways to interact and share.”
2. When teachers of gifted students in elementary schools tend to have higher degrees of interaction and sharing with teachers in regular classes in terms of needs, the four dimensions sequentially from top to bottom are “general needs,” “functions of interaction and sharing,” “contents of interaction and sharing,” and “ways to interact and share.”
3. When teachers in regular classes of the elementary schools tend to have lower degrees of interaction and sharing with teachers of gifted students in terms of current situation, the four dimensions from top to bottom in sequence are “general needs,” “functions of interaction and sharing,” “contents of interaction and sharing,” and “ways to interact and share.”
4. When teachers in regular classes of the elementary schools tend to have higher degrees of interaction and sharing with teachers of gifted students in terms of needs, the four dimensions from top to bottom in sequence are “general needs,” “functions of interaction and sharing,” “contents of interaction and sharing,” and “ways to interact and share.”
5. The current situation and needs of interaction and sharing between teachers of gifted students’ classes and regular classes in the elementary schools will differentiate on account of disparity in teachers’ background variables.
6. There are no significant differences found in terms of the current situation and needs of interaction and sharing between teachers of gifted and general students in elementary schools.
7. The largest gap between the current situation and needs of interaction and sharing of teachers of gifted and general students in elementary schools lies in “ways to interact and share.”
8. The difficulties of interaction and sharing between teachers of gifted students and regular classes in elementary schools are stated as follows: lack of time or incoordinate time-matching problems, the interaction and sharing focusing on students’ problems, geographical limitations, unacquaintance of each other, insufficiency in quantity of interaction and sharing, and disparity of systems.
9.The suggestions of interaction and sharing between teachers of gifted and general students in elementary schools are presented as follows：
alleviation of teachers’burdens,arrangement of seminars and symposiums, and adjustment of the sorting system for gifted students , mutual learning, appreciation and advantage sharing among teachers ,the active roles played by the teachers of the gifted students in the relation of interaction and sharing, sharing of information , in which notice of informative exhibitions and news about art and letters can be acquired , merging of routine interaction and sharing into curriculums by means of curriculum integration methodology.

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