模組式課程領導專業課程：「推行校本資優培育課程」

單元五： 資優生的情意教育

教育局資優教育組

二零零六年三月二十五日

推行校本資優培育課程三部曲：

何人 (Who) ？ 知己知彼

為何 (Why) ？ 目標

如何 (How) ？ 策略、方法

內容資源

資優生的情意教育需求及其對

學習成就的影響

資優教育組黃雲霞

甚麼是情意教育？What is Affective Education ?

情意教育是：

個人情感(emotion)

社會 (social)

與他人的關係(Relations with others)

九個共通能力資優教育三元素

高層次思維技巧

創造力

個人及社交能力

為甚麼資優生需要情意教育？

Maslow’s hierarchy of needs

Self-Actualization

Esteem

Love/Belonging

Safety

Physiological needs

The love and affective and belongingness needs

The needs for

affectionate relations with people

( giving and receiving ;

expressing and responding ),

for a place in his group.

情意教育是：

個人情感(emotion)

社會 (social)

與他人的關係(Relations with others)

The love and affective and belongingness needs

The needs for

affectionate relations with people

( giving and receiving ;

expressing and responding ),

for a place in his group.

認識資優生的情意特質

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Hollingworth (1931) suggested that

Gifted children are particularly vulnerable between the ages of four and nine,……

‘To have the intelligence of an adult and the emotions of a child combined in a childish bod

y is to encounter certain difficulties.’ (inter-relationship of

cognitive complexity and emotional intensity).

The emotional aspects of giftedness

‘Giftedness is a greater awareness, a greater sensitivity,

and a greater ability to understand and transform perceptions into

intellectual and emotional experiences’

Roeper (1982)

理智Sense

情感 sensibility

與and

Mind Feeling

資優兒童在情意方面的特徵 ( 一 )

•主動學習及酷愛探索四週環境•擁有強烈的幽默感和機智•對社會有承擔•對人際交往有高度敏感性•情緒容易波動•難容忍不稱心的人和事•主觀性強

資優兒童在情意方面的特徵 ( 二 )

•幻想力豐富•善解人意•思想成熟•完美主義•易感沮喪和力不從心•愛挑戰傳統•與成年人發生衝突

資優兒童在情意方面的特徵 ( 三 )

•被視為高傲•故意表現差以換取同儕接納•感到孤寂•缺少「童真」•愛發號司令•害怕失敗•逃避努力•自我埋怨及批評

資優生情意教育需求對

學習成就的影響

Degree of relative satisfaction

“ If one need is satisfied, then other emerges. ”＊ Illustration with arbitrary figures

Self-Actualization 10%

Esteem 40%

Love/Belonging 50%

Safety 70%

Physiological needs 85%

Concept of emergence

A gradual emergence by

slow degrees from nothingness.

Love needs (level 3) Self Esteem needs (level 4)

Satisfied 10% Not visible

25% Emerge 5%

75% 50%

The esteem needs (I)

A need for

a stable, firmly based,

high evaluation of themselves,

for self-respect,

or self-esteem, and

for the esteem of others.

The esteem needs (II)

A. The desire for Strength Achievement Adequacy Confidence in

the face of the world

Independence and freedom

B. The desire for Reputation as

prestige Recognition Attention Importance on

appreciation

Satisfaction of the esteem needs

Leads to feeling of – self-confidence– worth– strength– capability– adequacy of being useful and

necessary in the world

Hindrance of the esteem needs

Produces feelings of– inferiority– weakness– helplessness

Degree of relative satisfaction

“ If one need is satisfied, then other emerges. ”＊ Illustration with arbitrary figures

Self-Actualization 10%

Esteem 40%

Love/Belonging 50%

Safety 70%

Physiological needs 85%

The desires to know and to understand

Acquiring knowledge and systematizing the universe

have been considered as

techniques for the achievement of

basic safety in the world,

or ,

for the intelligent man, expressions of self-actualization.

推行校本資優培育課程三部曲：

何人 (Who) ？ 知己知彼

為何 (Why) ？ 目標

如何 (How) ？ 策略、方法

內容資源

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