本研究以一位特殊高智商資優生為研究對象，透過觀察、訪談、相關文件蒐集等方式，瞭解特殊高智商資優生的生活經驗，包含了外在與內在的經驗。本研究的主要發現如下：
一、外在經驗部分
1. 研究對象母親的角色具有相當程度的重要性，從出生到目前為止，研究對象的母親一直照顧與陪伴研究對象，並主導著研究對象的成長過程，對研究對象的學習與發展皆有正面的影響。
2. 父母角色的溝通與角色分配的適當使得研究對象的家庭氣氛和諧，彼此之間關係十分親密。
3. 在學業的表現上，研究對象的數學與語文都有相當優異的表現，尤其是研究對象的數學能力經常獲得全國性數學能力比賽的首獎。
4. 在與同儕相處方面，研究對象因場域的不同而有不相同的結果。在普通班時，研究對象有社交上的困難與社會適應上的問題，常常與普通班的同儕發生衝突，但當同儕求助時，研究對象還是會盡力幫助別人。在資優班時，並無社交與社會適應上的問題，同儕之間相處和諧，彼此之間仍然會互相幫助。
5. 在與老師的相處上，因老師對特殊高智商資優生瞭解的不同而有不相同的相處情形。普通班的老師較容易將研究對象視為對班上秩序的威脅，使得研究對象感到較嚴肅與不自在；資優班的老師較瞭解研究對象的特質，因此相處上較輕鬆與自在。造成相處上有場域之別的原因是由於安置與課程安排的不適當所致。
二、內在經驗部分
1. 研究對象優異的學業表現與人際關係低落形成了內在衝突的情形，影響了研究對象的自我觀念。研究對象希望以更好的成績讓同儕屈服，卻因為缺乏社交技巧經常與同儕發生衝突。
2. 雖然研究對象在資優班與普通班上課，但因為在普通班的時間較多，對於普通班較有歸屬感，因此比較希望能夠在普通班裡得到較多的友誼。
3. 由研究對象對於戰爭與身心障礙者的關心程度可知其對道德議題具有強烈的敏感性，會主動的關懷這類問題，並表達出內心的情感。

This study focused on an exceptionally gifted,Cindy, who was 6th grade elementary school student. Through the method of observation , Interviews, and related information collection, I tried to understand Cindy’s life-experience including the outside and inner experience. The results were as follows:
1. The outside experience:
(1).The mother of Cindy played very important role in her early life. From birth to the present time, Cindy’s mother kept taking good care of Cindy, and directed Cindy’s growing process. She had positive influence on Cindy’s learning and developing.
(2).The early discussion on assigning mother and father roles made Cindy’s family a harmony atmosphere. The relationships of all family members were very intimate.
(3).In academic achievement, Cindy had excellent performances on math and Chinese language, especially .She won the first prize on some famous math national competitions .
(4).In the interactions with peers, the results were quite different from two study fields. In the regular classroom, Cindy showed some difficulties in social adjustment. She came into conflict with her peers more often, but she would do her best to help others when they needed. In gifted resource room, she appa-
rently interacted and adjusted very well with her gifted peers, and they would help each other, too.
(5). In the interactions with her teachers, the results were different from the extent of understanding of Cindy. Teachers of the regular classroom tended to view Cindy as a threat in class-
room, which made Cindy feel uncomfortable. While in the gifted resource room, Cindy felt much more comfortable. The reason might be due to the improprieties of placement and courses arrangement.
2. The inner experience:
(1).The gap of Cindy’s excellent academic achievement and poor social relationship with her regular students caused her inner conflict and influenced her self-concept. She wished to over-
whelmed her regular peers with her achievements, but her lacking of social skills finally came into more conflicts with them.
(2).Though Cindy attended in the regular classroom as well as in the gifted resource room, she spent much more time in regular class-room. She had more sense of belonging in regular class-
room than in gifted resource room. She expected to gain more friendship there.
(3).Cindy displayed high level of moral sensitivity in concerning about people in war and the handicapped. She apparently cared about such moral issues and would express her feelings in her articles.

參考文獻
中文部分
王文科（民83）教育研究法。台北：五南。
林佩璇（民89）個案研究及其在教育研究上的應用， 載於中正大學教育研究所（編）質的研究法。高雄：麗文文化公司。
吳芝儀、李奉儒譯（民84）質的評鑑與研究。台北：桂冠。
高淑清（民89）現象學方法及其在教育研究上的應用，載於中正大學教育研究所（編），質的研究法。高雄：麗文文化公司。
黃光雄等譯(民89)課程統整。台北：學富文化公司。
黃政傑（民82）課程設計。台北：東華。
黃瑞琴（民90）質的教育研究法。台北：心理出版社。
郭靜姿（民85）我國資優學生輔導與追蹤之問題與改進芻議。台北：師大書苑。
劉玉華（民90）超常兒童心理發展與教育。合肥市 : 安徽教育出版社。
畢恆達（民85）詮釋學與質性研究，載於胡幼慧主編，質性研究（pp.27-45）。台北市：巨流。
盧台華（民84）殘障資優學生身心特質研究。特殊教育研究學刊，13 ， 203-219。
盧台華（民85）特殊族群資優教育。教育資料集刊，21 265-282。
英文部分
Clark,B.(1992).Growing up gifted:Develop the potential of children at home and at school(4th ed.)New York:Merril.
Clark,B.(1997).Growing up gifted:Develop the potential of children at home and at school(5th ed.)New York:Merril.
Colangelo,N.(2003).Counseling gifted students.In N. Colangelo & G.A.Davis(Eds.),Handbooks of gifted education(3rd ed.,pp.373-378).Boston : Allyn ＆
Bacon.
Dahlberg,K., & Drew,N.(1997).A lifeworld paradigm for nursing research. Journal of Holistic Nursing,15(3), 303-317.
Davis,G.A.and Rimm,S.B.(1998).Education of the gifted and talented(4th ed.).Needhan Heights,MA : Ally & Bacon.
Davis,G.A.& Rimm,S.B.(2004).Education of the gifted and talented.Eaglewood Cliffs, NJ:Prentice-.Hall.
Dauber,S.L.& Benbow,C.P.(1990).Aspects of personality and peer relation of extremely talented adolescents.Gifted Child Quartely,34(1),301-331.
Feldhusen,J.F.(1983)Eclecticism:A comprehensive approach to education of th gifted. In C.P.Benbow & J.C. Standly(Eds.),Academic precocity: Aspect of its development,pp.192-204,Baltimore:Johns Hopkins University Press.
Feldman, D. H. (1984). A follow-up of subjects scoring above 180 IQ in Terman's "Genetic Studies of Genius". Exceptional Children, 50 (6), 518-523.
Feldman, D.H.(1986).Nature’s Gambit:Child Prodigies and the Develop of Humen Potential. New York: Basic Books.
Grinder, R. E. (1985).The Gifted in our midst:By their divine deeds,neuroses and mental test scores we have known them. In F. D. Horowiz & M. O’Bnen (Eds), The gifted and talented: Developmental perspectives .(pp.5-35). Washington, DC: American Psychological Association.
Gross,M.U.M(1992).The use of radical acceleration in case of extreme intellectual precocity.Gifted Child Quarterly,36(2),90-98.
Gross,M.U.M(1993a).Exceptionally gifted children.New York:Routledge.
Gross,M.U.M(1993b).Nurturing the talents of ex-
ceptionally gifted individuals.In K.A.Heller,F.J.
Monks and A.H.Passow(Eds),Internationally Handbook of Research and Development of Giftedness and Talent,(pp.473-490).Oxford:
Pergamon Press.
Gross,M.U.M(1998).The me behind the mask : intellectally gifted students and the search for indentity.Roper Review,20(3),167-17.
Gross, M.U.M.(1999) Small Poppies: Highly gifted children in the early years. Roeper Review, 21, 207-214.
Gross, M. U. M. (2000). Exceptionally and profoundly gifted students: An under-served population. Understanding Our Gifted, 12（2）, 3-9.
Gross, M. U. M. (2002).Musing:gifted children and the gift of friendship. Understanding Our Gifted, 14(3),27-29.
Gross, M.U.M., & Start, K. B. (1991). Not waving but drowning The exceptionally gifted child in Australia. In S. Bailey, E. Braggett, & M. Robinson (Eds). The challenge of excellence: A vision splendid (pp 25-36). Melbourne: Australian Association for the Education of the Gifted and Talented.
Grossberg, I.N. & Cornell, D.G. (1988). Relationship between personality adjustment and high intelligence: Terman versus Hollingworth. Exceptional Children, 55, 266-272.
Janos,P.M.& Robinson,N.M.(1985).Friendship patterns in highly intelligent children. Roper Review,8(1),
46-49.
Kennedy.D.M.(1995).Glimpses of a highly gifted child in a heterogeneous classroom.Roper Review,17(3),
164-168.
Kearney, K. (1989). Parenting highly gifted children: The challenges, the joys, the unexpected surprises. CAG Communicator, 19 (2), 10-12.
Kearney, K.(1992). Life in the asynchronous family. Understanding Our Gifted, 4(6), 1, 8-12.
Kearney, K.(1993). Discrimination against excellence. Understanding Our Gifted, 6 (2), 16.
Kearney.K.(1996).Highly gifted children in full inclusion classrooms. Retrieved November 20, 2002, from http://www.hollingworth.org/fullincl.html
Kearney.K.(2000).Early signs of extreme intel-
ligence. Retrieved November 20, 2002, from http://www.ditd.org/Cybersource/record.aspx?sid=11487&scat=902&stype=110
Kline, B. E., and Meckstroth, E. A. (1985). Understanding and encouraging the exceptionally gifted. Roeper Review, 8 (1), 24-30.
Ludwig,G., & Cullinan,D.(1984).Behavior problems of gifted and nongifted elememtary school girls and boys.Gifted Child Quarterly,28,37-39.
Lovecky, D. V. (1994). Exceptionally gifted children: Different minds. Roeper Review, 17, 116-120.
Lovecky,D. V. (1995). Highly gifted children and peer relationships. Counseling and Guidance Newsletter, 5(3), 2, 6-7.
Mertens,D.M.(1998).Research method in education and psychology.London:Sage publication.
Morelock, M. J., & Feldman, D. H. (1991). Extreme precocity. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education. Boston, MA: Allyn & Bacon.
Morelock,M.J.(1992).Giftedness:The view from within.Understanding Our Gifted,4(3),1,11-15.
Morelock, M. J., &. Feldman, D. H. (1991). Extreme precocity. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education. Boston, MA: Allyn & Bacon.
Norman,A.D,Ramsay,S.G.,Martray,C.R.,& Roberts,
J.L.(1999).Relationship between levels of giftedness and psychosocial adjustment.Roper Review,22(1),5-9.
Norman,A.D,Ramsay,S.G.,Martray,C.R.,& Roberts,
J.L.(2000).Effect of social setting, self-
concept, and relative age on the social status of moderately and highly gifted students.Roper Review,23,35-39.
Piechowski,M.M.(1997).Emotional giftedness:The measure og intrapersonal intellingence.In N.
Colangelo & G.A.Davis(Eds.),Handbook of gifted education(2nd ed.;pp.366-381).Boston:Allyn & Bacon.
Reis,S.M.(2002).Social and emotional issues faced by gifted girls in the elementary and secondary school.SENG Newsletter,2(3),1-5.
Reis,S.M.,& Moon,S.M.(2002).Models and strategies for counseling,guidance and social and emotional support of gifted and talented students. In M.
Neihart,S.M.Reis,N.M.Robinson,& S.M.Moon(Eds.),
Social and emotional development of gifted children:What do we know?(pp.251-265).
Washington,DC:Mational Association for Gifted Children.
Roedell., W.C. (1984). Vulnerabilities of Highly Gifted Children. Roeper Review,6（3）,pp127-130.
Robinson, N.M. (1987). The early development of precocity. Gifted Child Quarterly, 31(4), 161-164.
Rogers, K., & Silverman, L. K. (1997). A study of 241 extraordinarily gifted children. National Association for Gifted Children 44th Annual Convention ,Little Rock, AR. Available online at: http://www.gifteddevelopment.com/Articles/AStudyOf241ExtraordGC.htm.
Shaywitz, S.E., Holahan J.M., Freudenheim, D.A., Fletcher J.M., Makuch, R.W. & Shaywitz, B. A. (2001).Heterogeneity within the gifted: higher IQ boys exhibit behaviours resembling boys with learning disabilities. Gifted Child Quarterly,
45(1), 16-22.
Silverman,L.K.(1989).The highly gifted.In J.F.
Feldhusen,J. VanTassel-Baska and K.Seeley
(Eds), Excellence in Education the gifted ,
71-83.Denver:Love.
Silverman,L.K.(1993).Counseling the gifted and talented. Denver:Love .
Silverman, L. K. (1995). Highly gifted children. In J. Genshaft, M. Bireley, & C. L. Hollinger (Eds.) Serving gifted and talented students: A resource for school personnel (pp. 217-240). Austin, TX: Pro-Ed.
Silverman, L. K., & Kearney, K. (1989). Parents of the extraordinarily gifted. Advanced Development, 1, 41-56.
Silverman, L. K., & Kearney, K. (1992a). The case for the Stanford-Binet L-M as a supplemental test. Roeper Review,15, 34-37.
Silverman, L. K., & Kearney, K. (1992b). Don't throw away the old Binet. Understanding Our Gifted, 4(4), 1, 8-10 .
Smith,J.A.(1996).Evolving issues for qualitative psychology.In J.T.E.Richardson(Ed.),Handbook of qualitative research method for psychology and science(pp.189~201). Leicester: British Psychological Society.
Staines, J.W. and Mitchell, M.J. (1982). You and your toddler: The second year. Melbourne, Australia: Oxford University Press.
Tannenbaum,A.J.(1983) Gifted children: Psychological and educational perspectives.New York: Macmillan.
Tolan, S. (1989). Special problems of young highly gifted children. Understanding Our Gifted, 1 (5), 1, 7-10.
Tolan, S. (1990). Helping your highly gifted child. ERIC digest #E477.
Walberg,H.J.& Starhia,W.(1992)Productive human capital:Learning,creativity,and eminence, Creative Research Journal, 5 ,323-340.