the gifted education magazine for educators - inaugural issue 匯賢資訊 - 創刊號

J UN2009

Inaugural Issue�創刋號

Meeting the needs of the gifted:Strategies to enrich the regular curriculum

照顧資優生需要：充實課程的有效策略

An interview with專訪

Reflections from 感言

Dr JoyceVanTassel-Baska

Ms Tsui Kwai-kingPrincipal of PLK Chong Kee Ting Primary School

崔桂琼校長分享（保良局莊啟程小學）

Contents目錄

1 Editors’ Note 編者的話

2 Message from Executive Director 院長的話

3 Professional Sharing 專業交流 An Interview with Dr Joyce VanTassel-Baska 資優教育專家專訪：Dr Joyce VanTassel-Baska

8 Reflections 感言 Ms Tsui Kwai-king, Principal of PLK Chong Kee Ting Primary School 保良局莊啟程小學崔桂琼校長分享

12 Feature Article (1) 專題文章（一） “Putting Together the Puzzle: The Logic of Design and Development of Curriculum for Gifted Learners” by Dr Joyce VanTassel-Baska「資優生的課程設計與發展的依據」

16 Feature Article (2) 專題文章（二） “Make a Difference: Strategies and Practices to Differentiate Curriculum and Instruction for the Gifted” by Dr Sandra Kaplan「與別不同：為資優生調適課程與教學的策略及實踐方案」

20 Recommended Resources 前線推介

22 News Bites 要聞剪影

25 Upcoming Events of the Academy 學院動向

29 Local & International Professional Development Activities 本地及海外專業發展課程

Visiting Academics 訪問學者

January 2009

2009 年 1 月

Dr Sandra KaplanClinical Associate Professor, The University of Southern California

美國南加州大學副教授

March 2009

2009 年 3 月

Dr Joyce VanTassel-BaskaExecutive Director, The Centre for Gifted Education, The College of William and Mary, Virginia

美國維珍尼亞州威廉與瑪麗學院

資優教育中心行政總監

Editors’ Note編者的話

T he Hong Kong Academy for Gifted Education (HKAGE) is dedicated to providing educators with quality professional development programmes

as well as facilitating communication among local and overseas gifted education communities.

Starting from June 2009, we will publish the biannual magazine “INSPIRE” which contains a wide variety of contents such as thematic articles on gifted education and sharings from experts and frontline educators. “INSPIRE” aims to serve as a platform for the gifted education communities to share their experiences, views and relevant information. It is hoped that the magazine, as its name indicates, would ‘inspire’ you to work alongside your colleagues in nurturing gifted students.

“INSPIRE” is an acronym for ‘Inspiring’, ‘Notable’, ‘Supportive’, ‘Professional’, ‘Informative’, ‘Resourced’ and ‘Enthusiastic’. We hope to provide professional information and resources to encourage educators to exchange their ideas and arouse their interest in nurturing the gifted. We also hope that we can enhance the professional knowledge and confidence of frontline educators in developing gifted education.

The theme of the first issue of INSPIRE is “Meeting the needs of the gifted: Strategies to enrich the regular curriculum”. We believe the provision of suitable learning opportunities for gifted learners in the classroom will lay the foundation for developing their potential.

We will invite local or overseas experts to share their expertise in each issue of INSPIRE. In this Inaugural Issue, we have invited two well-known experts in gifted education, Dr Joyce VanTassel-Baska and Dr Sandra Kaplan, to share their expertise in curriculum planning for meeting the needs of the gifted. Locally, an experienced frontline educator, Ms Tsui Kwai-king, shares with us her experience in gifted education. In each issue of INSPIRE, frontline educators and academics will share their views on the selected topic/theme. In addition, we will bring you the latest information on the HKAGE and share with you some learning and teaching resources recommended by frontline practitioners.

We would like to take this opportunity to thank all the authors and the frontline educators for their contributions to “INSPIRE”.

Editorial TeamTeacher Professional DevelopmentThe Hong Kong Academy for Gifted Education

香港資優教育學院除了為教育同工提供優質的專業發展外，

亦會致力促進本地及海外資優教育社群的交流。

為此，本學院於 2009 年 6 月起出版首份半年刊《匯賢資訊》，

內容包括資優教育專題文章、專家分享、前線同工心聲等。

本刊取名為《匯賢資訊》，是希望能通過本刊匯集各方教育同

工對資優教育的心得和見解，以及提供有關資訊，給予資優

教育社群一個交流的平台；並藉此希望各位在閱後有所啟發，

與同儕結伴踏上資優教育的路途，協助學生盡展潛能。

《匯賢資訊》的英文名稱 INSPIRE，由七個英文形容詞的字

首組成，它們分別為 Inspiring（觸動與啟發性）、Notable

（顯著的）、Supportive（支持性）、Professional（專業

的）、Informative（資訊性）、Resourced（資源豐富的）及

Enthusiastic（充滿熱忱的）。以此取名是希望能為教育同工

提供專業資訊及資源，並透過專業交流和分享，喚起各位對

照顧資優生的關注，同時強化前線同工對發展資優教育的專

業認知和信心。

創刊號特以「照顧資優生需要 : 充實課程的有效策略」為主題。

我們深信，在日常教學過程中提供切合資優生需要的學習機

會，是為延展他們學習及盡展潛能作好基礎準備。

每期《匯賢資訊》將邀請本地或海外專家學者為該期主題撰

寫專題文章。創刊號誠邀了兩位著名資優教育專家 Dr Joyce

VanTassel-Baska 及 Dr Sandra Kaplan 撰稿，分享為照顧資

優生需要的課程規畫心得及見解。至於本地分享方面，我們

欣喜獲資深教育同工崔桂琼校長與大家分享她從事資優教育

多年的心得及領悟。我們亦會就著每期的主題，專訪前線同

工或學者與各位讀者作專業交流與分享。此外，每期《匯賢

資訊》均會為大家提供本學院各部門的最新資訊，以及由前

線教師推介的學與教資源。

承蒙各位作者鼎力支持及前線

同工的分享，《匯賢資訊》得

以順利出版，我們謹向各位

致謝。

香港資優教育學院

教師專業發展

編輯組

1

Message from Executive Director院長的話

Dear Colleagues,

H ave you encountered students in your classroom who have skills, knowledge, and levels of understanding well beyond their years? Have

you wondered what to do with them when you have a whole class full of students with different abilities? Have you ever seriously considered what it is like to be a gifted student in a normal school environment?

These are just a few of the questions that teachers ask themselves as they ponder what to do with those students who are very bright. Here at The Hong Kong Academy for Gifted Education (HKAGE) we know you want to do your best in teaching your students, but you may not have the necessary skills to work with gifted children, you may lack the confidence to deal with them, or you may find that the pressures of work take up so much of your time that meeting gifted children’s needs falls down your agenda.

Teachers play a crucial role in engaging our bright and brightest in schools. Teachers could start by having careful observations of these students, and understanding their characteristics and learning needs. Teachers could remodel or adapt the curriculum, adopting appropriate pedagogies or recommending provisions to meet these students’ learning needs.

Gifted children need their families, schools, and society in general, to have a realistic understanding of what a gifted child is. Highly gifted children tend to be those who demonstrate asynchronous development, where the intellect develops faster and further than other domains such as social, emotional and physical. Due to their high cognitive abilities and intensities, they experience and relate to the world in unique ways. Profoundly gifted children can have prodigious abilities in specific areas such as mathematics, science, languages, music, art or sport. It is not often the case that gifted children have equally high abilities in all areas.

Gifted children, like all children, have many needs, but they also have some that are peculiar to this group. Some of these needs will apply to all gifted children and some will apply to a small minority. It is very difficult to generalise. Without a basic level of understanding, we will continue to have many misconceptions about ‘giftedness’ and therefore of the ways in which we should best deal with the children.

Consequently, we want you to know that the HKAGE is here to inform, advise and support you. This Magazine is one of our first steps in a much longer journey to provide teachers in Hong Kong with reliable information and advice of the sort that is easily accessible to busy professionals. We hope you enjoy the articles here and we hope that you will be inspired to join us on our journey to improve Hong Kong’s understanding of the importance of gifted education.

Dr Stephen TommisExecutive Director, HKAGE

各位同工：

你曾否遇過一些能力、知識和理解力都超越朋輩的學生

嗎？你曾否在課室裡面對不同能力的學生而感到疑惑？

你又曾否切身處地想過資優生在學校就讀的適應情況嗎？

當遇上特別聰明的學生時，教師經常會問以上幾條問題，思

索如何照顧這些學生的學習需要。香港資優教育學院深知各

位同工對教學的熱誠，亦明白你們擔心自己欠缺足夠培育資

優生的良策和信心；然而照顧資優生的學習，又需花上不少

心力，再加上繁重的工作，更使你無暇滿足資優生的需求。

要讓校內卓越的一群投入學習，教師扮演舉足輕重的角色。

教師可先仔細觀察這些學生，了解他們的特質和學習需要，

從而調適或整合課程，運用合適的教學法或建議適切的學習

機會，以滿足他們的需要。

資優生需要家人、學校及社會大眾真切地了解他們。卓越的

資優生的智力發展遠超其社交、情緒及體能等其他方面的發

展。由於他們的認知能力高而又情緒強烈，他們待人接物的

方法均與眾不同。至於出類拔萃的資優生，他們在某些特定

範疇如數學、科學、語言、音樂、藝術及體育等可展示驚人

的能力，但在所有範疇均有出色表現的資優生則並不常見。

跟所有孩子一樣，資優生有很多需求，但他們有些需求是與

眾不同的。此外，有些需求是所有資優生都需要的，有些則

是少數資優生才需要，難以一概而論。因此，我們對資優生

要有基本認識，不然對資優的誤解就更深，也會混淆培育資

優生的方法。

為推廣資優教育，我們致力為各位提供可靠的資訊及建議。

資優教育路途遙遙，本刊只是踏上路途的第一步，為工作繁

重的本地教師提供有關的信息。希望大家在閱讀本刊後能有

所啟迪，與我們攜手，讓社會大眾認識資優教育的重要性。

香港資優教育學院院長

湯敏思博士

2

Professional Sharing:

An Interview with Dr Joyce VanTassel-Baska

Recently, we have interviewed an eminent expert in gifted education, Dr Joyce VanTassel-Baska. She shared with us her views on the development of gifted education and the way forward.

Q.1 Why is gifted education so important?

Dr VanTassel-Baska:

G ifted education is an important enterprise in any society because

it represents a vision of excellence in all school-based areas

of human endeavor. It provides a model for the level of functioning

that is possible to attain within a developmental continuum that

spans 12 years of continuous opportunities to learn. Since many

gifted learners come to school already reading and able to perform

basic computation tasks, gifted education must provide challenging

learning tasks that move them forward into more advanced skills

and concepts in the core domains of learning. Yet gifted education

is responsible for much more than that. It also should assume

responsibility for the development of higher level skills such as

thinking both creatively and critically, problem finding and problem

solving, and conducting research. Moreover, gifted students

need to have access not just to these tools of inquiry but also to

the intellectual ideas that frame our understanding of the world.

Problems such as global warming and overpopulation, concepts

such as systems and models, and issues such as the boundaries

of technology and the role of government should be the curriculum

diet on which they are educated. Finally, gifted education must

take some responsibility for the moral and ethical development

of these learners and for their social and emotional development.

Because it is accountable for major aspects of the development

of our best learners and future leaders in society, it is a critically

important enterprise.

3

Professional Sharing 專業交流

Q.2 What have been the impacts of GE so far?

Dr VanTassel-Baska:

The impacts of gifted education have been difficult to measure to

date as programmes and services have been underfunded and

resourced in most parts of the world. Moreover, the efforts to educate

learners at optimal levels have been sporadic and concentrated in

large urban areas of countries. Research support has also lagged

behind actual practice in ways that have made it difficult to sustain

well-designed longitudinal studies that could assess impacts more

effectively. Of the dozen or so longitudinal studies that have been

done, it is fair to say that gifted education has been successful in

finding students early who have extraordinary potential in various

areas, raising the aspiration and life achievement levels of many

students from low income backgrounds, and enhancing higher level

learning at advanced levels for gifted students from all backgrounds

such that they have pursued advanced degrees and led creative lives

of purpose and satisfaction. What we do not know at a finer grained

level are the actual mechanisms that accounted for those results

across the 12 years of primary and secondary schooling. Was it

the teacher at Primary 5 who inspired a student to go into science?

Was it an independent study at Secondary 1 that crystallized the

importance of mathematics? Was it a mentor in Secondary 4 who

spurred on a student to write novels? And in each case, what was

the essence of the event that was so powerful?

Q.3 What are the recent developments in GE?

Dr VanTassel-Baska:

The current trends in the field may be discussed as manifold.

However, I will focus my remarks on three that I think are the most

significant. The first is the emphasis on talent development as a

more suitable metaphor for gifted education. As we have become

disenchanted with an entity notion of giftedness and more aware

of the role of ability wedded to effort as the model for excellence in

all domains of learning and doing, the field of gifted education has

moved to embrace an approach to working with top learners that is

indicative of learning and practice over time in a selected domain as

the way to approach an appropriate education for gifted learners. As

we learn more about the plasticity of the brain and the interaction of

genes and environment, we also come to appreciate the power of

educational imprints that can spawn advanced development over

the course of life. These findings also support a talent development

approach to learning that acknowledges individual differences in

rate of learning, in developmental spurts, and in the sheer power

of motivation and passion to know something. Since important

contributions in any field typically adhere to a 10-year rule whereby

breakthroughs require that amount of steady work, the talent

development model is also consistent with our understanding of

adult productivity.

“ Effective teachers of the gifted also have the capacity to inspire and motivate gifted students to higher levels by leading them to new levels of performance through coaching, providing one-on-one feedback on their work.”

4


A second trend in gifted education is toward the use of alternative

programmes that operate outside the traditional classroom. These

programmes may be sponsored by universities, scientific research

agencies, or online purveyors of educational opportunities. What

they have in common is an established network of services that are

appropriate for gifted learners at the pre-collegiate level. The talent

search universities, for example, provide all types of programmes

and services to gifted learners from Grades 3-12, including online

courses, summer fast-paced classes on university campuses,

and a wide range of support options for families such as career

counselling and academic planning. Other agencies such as national

laboratories offer internships and mentorships. These programmes

unabashedly respond to the level of giftedness that students have

and their curiosity to become even more proficient in a given

area. Moreover, such opportunities typically provide community,

where these learners can find a peer group for the first time and

experience the joy of true discussion and discourse on topics of

interest and import.

The third trend I will mention is toward more global interaction among

gifted learners through the medium of competitions and contests that

are world-wide. The Olympiad, for example, attracts brilliant students

to compete in teams from all over the world in diverse subjects

including math, biology, and literature. Future Problem Solving fields

teams on a world-wide basis to explore current problems of import

and come up with creative solutions to them. Lego robotics now

has an international organization for students interested in such

applications of technology. Within countries, competitions like the

Intel Science Talent Search in the United States spawn the growth

of specialised schools where talented teachers work for years with

promising students in the development of a suitable project. Such

a model has its corollaries in other parts of the world as well.

Q.4 What works for gifted students and what are the effective practices of implementation in schools?

Dr VanTassel-Baska:

My own work with gifted students over 44 years as a teacher,

administrator of programmes, curriculum designer and developer,

and university professor suggests that there are some nonnegotiable

in working successfully with these learners at the personal and

programmatic levels. First of all, at the personal level, these students

must know you care about them as individuals and care about their

futures. They must understand that your intensity to make them

good in an area is related to your belief that they can be good. It

is also useful to always remember you are a role model so display

your best self in their presence — your passion for what you do,

the habits of mind that make it possible, and the hard work that

is essential. Effective teachers of the gifted also have the capacity

to inspire and motivate gifted students to higher levels by leading

them to new levels of performance through coaching, providing

one-on-one feedback on their work.

In the area of programmes, my nonnegotiable list would include

the use of high-powered curriculum and instructional techniques at

all levels of schooling, the generous use of accelerative strategies

such as content acceleration, tutoring, and dual enrollment options,

the use of grouping to establish intellectual peer groups in a variety

of models, and the support structure of guidance and counselling

as the glue that holds together the opportunities for discussion

of problems that students may encounter, the need for academic

planning, and career development activities that will provide them

the vision for their future endeavours.

While all of these areas are basic principles of a good gifted

programme, I have found them to be major stumbling blocks to

optimal development of these learners if they are absent. Moreover,

each of these nonnegotiable elements must fit together into a

cohesive whole in order for students to flourish.

“ Effective teachers of the gifted also have the capacity to inspire and motivate gifted students to higher levels by leading them to new levels of performance through coaching, providing one-on-one feedback on their work.”

5


Q.5 What would you suggest to school leaders and teachers here in implementing GE in our local context?

Dr VanTassel-Baska:

My suggestion to you would be to take the nonnegotiable list

offered in the last question and treat it as a checklist for what you

are currently doing. Then I would think about the specific areas

into which gifted education might extend. What are the talent

areas most critical to develop in Hong Kong? How many can you

afford to develop well? Then consider the human resources you

can bring to bear on meeting the needs of your best learners. What

professional groups and agencies can lend assistance? What about

the preparation of teachers qualified to work effectively with these

students at different stages of development? How do you develop

their content-relevant teaching skills to optimal levels? Finally, you

need to think carefully about the development of leaders in gifted

education, those administrators and teacher trainers who will

prepare the next generation of educators dedicated to the task of

developing talent. How will you select them and what will be the

nature of their preparation for this daunting task?

Q.6 What is ahead? In the next 10 years, what would you recommend that schools do? What to avoid?

Dr VanTassel-Baska:

In the next 10 years, given the economic downturn globally, schools

will be hard pressed to meet all needs with appropriate fiscal

resources. Those societies that value the talent development of

the gifted as a priority area will invest in it as part of their long term

collective future. Those societies that are more short-sighted will not

invest in this area of education and perhaps regret it as time goes on

and economic development fueled by innovation is transplanted to

the places where it is most nurtured. As a matter of fact that gifted

children will always exist in all cultures of the world, there will be

a role for gifted education and those who profess its importance

regardless of circumstances. I would predict that the next 10 years

will bring more of an emphasis on talent development in valued

domain specific areas than we have seen thus far. Although it may

be narrower than we might like in respect to those areas of value,

we will see continued advancement in performance levels in all

areas as talent is tested against new standards, and that the best

response for schools to make is to provide a context where students

can learn what they need to know to advance in this brave new

technologically driven world. In other words, schools will need to

provide the higher level skills and concepts, make the connections

to world class agencies, and provide the guidance for students and

families to make good educational decisions about the panoply of

options that are likely to be available to them.Brief profile of the interviewee:Please refer to the information on p. 15

受訪者簡介：

請閱本刊頁 15 之介紹

6


《匯賢資訊》創刊號專訪了著名的

資優教育專家 Dr Joyce VanTassel-Baska。她與大家分享對資優教育的�

發展與前瞻的見解。

1.� 資優教育為什麼如此重要？

孩子是社會未來的棟梁，要培育資優生成材服務社會，

資優教育是不可或缺的。由於資優生的資賦優異，故此

資優教育必須具啟發性和富挑戰性，讓他們在主要學習

領域中研討進深的概念及知識，以及提升他們深層學習

的技巧，例如創意及批判思維、探究及解難技巧等等。

此外，資優教育亦須培養孩子關心世界，促進他們的道

德、倫理、社交及情緒發展。

2.� 你認為資優教育帶來了什麼影響？

研究顯示，資優教育讓孩子各方面的潛能及早發現，使

低收入家庭的資優生有所成就，亦使不同背景資優生的

學習水平有所提升。

3.� 資優教育的最新發展情況？

資優教育的發展主要分三個方面：

- 著重發展孩子特定範疇的才能；

- 借助校外培訓：學校宜儘量網羅不同的服務資源，

如網上課程及與大學合辦的校外培訓課程等，滿足

資優生在特定範疇的需要，亦能讓他們與志趣相投

的資優生一同學習，集思廣益；

- 通過參與一些國際性的競賽活動，讓資優生有機會

與其他各地的學生聚首一堂、交流切磋。

4.� �什麼是有效培育資優生的方法？學校又可以採取什

麼措施呢？

首先要讓學生知道你關心他們，在乎他們將來的發展。

其次，你也要以身作則，做學生的榜樣。此外，你亦要

啟發及激勵他們，讓他們發揮潛能，方法是給予學生適

切的啟導，對他們所做的事情提出意見，讓他們加以改

進。

至於學校實踐資優教育課程方面，建議是：

- 使用有效的課程及教學技巧，例如善用靈活分組方

法

- 適切地引入加速學習策略，讓資優生研習更深入的

內容

- 提供全面的支援系統輔導資優生，包括為他們提供

課程規畫及職業發展的輔導

5.� �就香港實踐資優教育的現況，你對本地學校行政人

員及教師有什麼建議呢？

你們可以參考上述各項建議，並且須先清晰確定香港人

才的發展方向，然後考慮有關人力資源、專業團體的協

助、師資及管理人員培訓。

6.� �你認為資優教育的前景怎樣？在未來十年，學校該

做什麼？不該做什麼呢？你有什麼建議？

全球經濟衰退令未來十年學校財政窘迫。有遠見及重視

培育人才的國家會投放資源發展資優教育，這是因為她

們意識到未來的經濟發展將由創意帶動。我預期未來十

年資優教育將會著重個別領域的人才發展，因此，學校

需要為學生提供有關學習領域的實用知識，提升他們的

能力，協助他們及其家人在規畫教育事宜方面作出明智

的決擇。

[ 備註 : 以上為原文摘要，全文請翻閱原文頁 3-6。]

資優教育專家專訪�：Dr Joyce VanTassel-Baska（摘要）�

7


保良局莊啟程小學崔桂琼校長分享

教育資優？資優教育！一個前線教育工作者的經驗分享

在教育工作上努力多年、苦幹多年，由一位只做了幾

年教書工作的前線教師，晉升為一位負責推展及統

籌課程發展工作的主任，期間經歷廿載，當中嚐盡不少

甜酸苦辣，但最令我印象難忘的，就是踏上資優教育之

路。

自 1994 年起，我開始接觸資優教育工作，由開始受訓，

閱覽有關資料教材，以至設計教學方案，此等種種都

令我耳目一新。箇中素材帶給我新的體會、新的視野、

新的思潮、新的點子、新的教學體驗、新的實踐模式，

「我」真的轉變了，原本活潑開朗的我，在個性上更見

靈活積極，在思維上更見洶湧澎湃，在推展課程中更見

細膩有效，「我」真的從「教育資優」開始走向「資優

教育」之路。

一般人認為資優教育的目的是教「好學生」，但這其實

亦可以是教好「學生」。教育局亦強調資優教育應適合

為中、小學所有學生而設，並建議學校以「三層架構」1

的模式推展，將學生的強項逐一展現出來，從而提供適

當的培育。因此，我認為資優培育課程應涵蓋以下三個

元素，才能把課程的核心與價值帶給學生：

· 激發學生的學習動機，發揮其創造性的潛能

· 在教學活動中，強調有效學習

· 由「教師有效地教授」和「學生有效地學習」組成

一位擁有資優教育課程經驗的教師，是應隨著時代社會

的脈搏去汲取更多的資訊，作為學生的好榜樣；也是一

位有廣泛興趣的媒體推動者，能與學生有多角度的交流

互動；也是一位充滿熱忱、「活潑生鬼」的幽默者，好

使學生在恩威並施的教學過程中，體會嚴以律己，寬以

待人的豁達心；他 / 她在教授資優培育課程時，亦應引

入適異性的策略以照顧不同學生的需要，才能就著個別

學生的強項加以拔尖，將未被發掘的潛能加以展現。

�

�

� �

� 2008-2009香港創意思維比賽小學組冠軍將代表香港到美國參加世界賽

2008-2009 Champion Team (Primary Session), PLK Chong Kee Ting Primary School, will represent Hong Kong in the Odyssey of the Mind World Finals be held in U.S.A.

� 學生投入參與數學智能遊戲 Students actively participate in the Mathematics Intellectual Games

� 幼稚園學生參加保良局莊啟程小學資優培育計劃 Kindergarten students take part in a GE programme organised by Ms

Tsui’s School

� 本校二年級表現卓越學生 Primary Two Outstanding Students in PLK Chong Kee Ting Primary School

� 本校學生歌唱比賽 The School Singing Contest

� 莊啟程小學資優教育資源中心高思維活動 High Order Thinking Programme offered at the school

8

Reflections 感言

發展資優教育的教師就好像一位精於廚藝的大廚師，設

計一頓合適客人（學生）的佳餚（適切的課程），你一

定要知曉客人（學生）的口味（差異），他喜歡吃什麼

（目標）？廚師只是個烹調者（促進者），客人喜歡與

否，則考驗你的經驗與方法了。如果你能把烹調技巧

（學習方法）傳授予他，他就更能終身受用（學會學習）

了。因此，教師必須有耐心、有能力、有充足準備及交

流，才能令學生好好享用這一頓豐富的佳餚。

近年，教師常言道面對著沈重的教學工作，教學課時常

感不足。其實，我們只要多花時間考慮課程及教學內容

的重點與難點，抽絲剝繭，利用去蕪存菁的方法，把教

學內容剪裁或濃縮，然後再加以深化調適，這樣不但能

提高學生的高層次思維，更可利用有批判意識的教材或

資料，讓學生學得更深更廣，不需額外課時也可達到有

效教學。需知道，不同的切入點都可成功提升多元能

力，以下是一些經驗舉隅：

科組學習與資優教育元素結合

· 透過語文學習滲入情意教育的元素，提高反思回饋

的能力

· 透過數學的加減混算滲入高層次思維的數字謎題，

提高對位值的概念

· 利用常識科透視時事新聞的報導手法，提高批判思

維能力及培養運用多角度思維的習慣和態度

大班學習與小組培育的結合

· 在課堂教學的同時，將較有潛質或在某科目上有較

好表現的學生合成一組，在教學活動中給予更高的

指引，在課業展現中有更高的要求，讓學生有所發

揮，更能滿足其認知發展的需要。

· 在適切的課堂中，把能力較高的學生分配在每一個

小組中，讓他們作為小組長，引領其他同學學習，

當然，教師要有足夠的能力，恰如其份地把學生的

角色好好分配。

· 可搜集不同類型的高層次思維玩具或創意教材，讓

能力高的學生在課堂學習中騰出的時間進行與學習

課題相關的培育創意或高階思維活動，這樣可大大

提高學生的學習興趣及提供發展潛能的機會。

1 教育局所建議的資優教育「三層架構」推行模式的解說，可登入教育局資優教育組網頁www.edb.gov.hk/cd/ge查閱有關的資料。

「發展資優教育的教師就好像一位精於廚藝的大廚師，設計一頓合適客人（學生）的佳餚

（適切的課程），你一定要知曉客人（學生）的口味（差異），他喜歡吃什麼（目標）？」

�

�

9

Reflections 感言

在推展資優教育的同時，我更能明白到每個人的獨特

性。每個人都有其優點與不足之處，既知人人平等，也

知彼長己短的道理。因此，我更清楚知道要順利推展資

優教育，除要發揮己長以外，更應與同儕協作，組成教

師團隊，在不同崗位上、不同科目上有所配合、有所嵌

拼，互為彰顯、互為發揮。正因如此，學校應有系統、

有計畫地組織資優教師團隊，一方面在不同科組上舉薦

才德兼備的教師，一方面讓他們在適切的範疇或科目中

找尋空間設計教材，因應學生差異以適異性的策略施

教，讓高能力學生及資優生得到適切的學習機會。

學校的課程發展主任或推展資優課程的統籌主任，應有

前瞻性的觸覺，在每年的周年計畫中，加入有關拓展校

本資優教育的方案及計畫，讓學校在整體發展的配合或

資優教育發展的方向上有更具體的指標，例如：

· 與學校關注事項的配合 — 如以提升學生聽說能力為

目標，則可培訓一隊在說話能力方面有潛質的學生，

發展為校園小記者、話劇小演員等。

· 按每年每級學生的不同表現，在各級教師中收集資

料，從中篩選合適對象開展一組增潤課程，可以是

學科的，也可以是情意發展的。

· 每一種針對學生的學習方案或計畫，都不應欠缺教

師與家長的配合。由於教師是規畫課程的主導者，

由他們帶領學習當然較好，但亦可引入外援以延伸

發展。至於家長培訓，學校更應納入為推展校本資

優教育重要的一環，尤以著重引入有關孩子情意發

展的課題。在家校互相配合下，培育資優生才會更

見成效。

至於校本資優教育的發展，校長固然需要有樂觀的願力

景，還需要有積極的心鼓勵學校的教師們去參與、去開

發及去面對。校長可從以下方向去推行：

1. 發展資優教育專責小組 — 選出有興趣參與、具不同

專長的教師，讓他們接受培訓，並鼓勵先從發展一

個校本小方案作起步。

2. 協作發展課程 — 參考教育局或其他機構多元化的教

學協作方案，選出適切的、與學校配合的、教師有

興趣的進行協作計畫。

3. 行政配合、共同研發 — 在教學課擔及教時上靈活

調動，讓推展資優教育的專責小組能在同一天空下，

有同一空間作討論及交流，才能更有效地共同研發

出校本資優教育方案。

「天生我才必有用」，在人人平等的原則下，每一個人都

有其最強的一面，但雖知千里馬仍需有伯樂去發現及訓

練。因此，作為教育工作者，我們不應為資優學生配上

不必要的帽子，而應以持平、互信、能耐及愛心去教導

每一位孩子；在工作崗位上，我們要積極負責任，有熱

忱向上的心，才能排除萬難，展開翅膀，勇往直前去幹；

在資優教育的道路上，我們要學會學習、持續終身、靈

活教學，好好拓展課程。

本文作者簡介：

崔桂琼女士現職小學校長，多年來崔校長推動資優教育

不遺餘力。她發展了很多學與教的教材套，並曾多次獲

頒傑出教師獎。近年，她參與多項社會服務，包括擔任

香港資優教育學院籌備委員 (2006-2007) 及課程發展議

會屬下的資優教育委員會委員 (2003-2009)。

About the author: Ms Tsui Kwai-king, a primary school principal, has devoted herself to gifted education. She has developed many teaching and learning packages that enhance students’ learning and has been awarded many outstanding teachers awards. Currently, she has committed herself to a number of community services including: a member of the Preparatory Committee for The Hong Kong Academy for Gifted Education (2006-2007) and the Curriculum Development Council Committee on Gifted Education (2003-2009).

10

Reflections 感言

Summary of the Sharing by a Frontline GE Practitioner, Ms Tsui Kwai-king:

Teaching the Gifted? Impacts on Gifted Education

T he writer, Ms Tsui, is a devoted frontline educator who has taken

on the roles of a teacher and a curriculum leader for over twenty

years. She has extensive experience in developing gifted education

in schools. Currently, she is the principal of P.L.K. Chong Kee Ting

Primary School.

In this article, Ms Tsui shared her reflection on her various roles in

initiating, implementing and promoting gifted education in her school

since she embarked on the journey after attending a training course

in gifted education in 1994. She treasured very much the opportunity

to be involved in gifted education. By trying different approaches and

practices in the classroom, she has garnered different insights.

As a teacher, Ms Tsui recommended the following principles in the

development of gifted education:

• Tomotivatestudentstolearnanddeveloptheircreativity;

• Toemphasiseeffectivelearninginactivities;

• Toensureeffectiveteacher-studentinteraction

Apart from these general principles, she advised teachers to always

remind themselves as a role model as well as a facilitator for student

learning. In addition, Ms Tsui emphasised that teachers should pay

close attention to catering for learner diversity in the classroom so

as to stretch the potential of those high-ability learners as well as

to provide appropriate support for gifted underachievers.

As a curriculum leader or coordinator, Ms Tsui shared her experience

in leading her colleagues to work collaboratively in the implementation

of gifted education. Having a class of students with a wide range of

abilities and different learning styles, she suggested differentiating

the curriculum and instruction according to the cognitive and

affective needs of gifted learners by modifying instructional pace,

content, process, materials, learning environment and grouping.

In addition, Ms Tsui suggested developing a school-based gifted

education policy as an integral part of the school’s strategic planning

as well as adopting a whole school approach involving parents

and teachers.

Lastly, as a principal, Ms Tsui highlighted that a strong support for

gifted education by school leaders is a crucial factor in the success

of gifted education implementation. School leaders could consider

the following strategies:

1. Set up a task force with passionate teachers and middle

managers who share the same commitment as its core members

to set the direction of development and formulate short- and

long-term plans for gifted education.

2. The task group needs to explore collaborations with different

stakeholders.

3. Provide administrative support to facilitate the implementation,

especially in adjusting the workload of the staff involved.

In short, Ms Tsui recommended teachers to be sensitive to the

diverse needs of students in order to maiximise the potential of

each individual.

[Notes: For the full text, please refer to the original article in Chinese.]

“ A teacher involved in developing gifted education is l ike a cul inary artist (chef) who has to know what flavours (differences) and favourite food (targets) the customer (student) likes before preparing a good meal (suitable programme) for him.”

11

Reflections 感言

Putting Together the Puzzle: The Logic of Design and Development of Curriculum for Gifted LearnersDr Joyce VanTassel-Baska, Centre for Gifted Education, The College of William and Mary

An Overview of Curriculum Planning for the Gifted/ High-ability Learners

T he nature of curriculum planning for high-ability learners

requires the teachers or other educators to engage in several

tasks somewhat simultaneously. Educators who take on the task

must be able to do macro planning of curriculum across years of

schooling, establishing a curriculum framework that extends from

early primary through the late secondary years. This framework shows

the scope and sequence of curriculum for the gifted at each stage

of development in each core area of learning. Moreover, it illustrates

well the differentiated emphases to be used consistently throughout

the underlying layers of the curriculum work. At the same time,

teachers must be able to adapt or create units of study to be used

with gifted learners. These adaptations or new units need to attend

to the principles of good curriculum design, exemplary practice in

the subject area, and differentiated features of a curriculum for the

gifted. In addition, strong curriculum planning involves experts from

the various subject areas to serve as validators of the work.

Tips and Strategies of Planning an Effective Curriculum for High-ability Learners

Teachers who work with the development of gifted curriculum

many times try to do it alone. While this may be satisfying in some

ways, it is likely to result in idiosyncratic products that can only be

used by a single teacher rather than by several. The following tips

are meant to provide some guidance in the process that honour a

teacher’s own creative powers at the same time ensuring that the

curriculum product is at a high level.

1. Use models of what good curriculum is rather than creating

everything from scratch. Blueprints for the design of differentiated

curriculum may be found in research based units of study,

textbooks that focus on design principles, and other sources

that can keep you from making basic mistakes in design.

2. Use creative thinking skills on a daily basis. Write down curriculum

ideas you have been thinking about. Create metaphors for

practice in understanding problems. Give yourself an hour a

week to create in your medium of choice.

3. Think about how differentiation principles could be applied to

curriculum and instruction in all areas of the curriculum. What

approaches do you know the best and can use effectively?

Begin to routinely apply them in your work.

4. Develop networks of people in your setting that share your

interests and passions and can support and inoculate you

against problems of trying out innovative practices.

5. Experiment in your work with curriculum. Try out new lessons

and techniques. Then revise the lesson according to the tryout

results. Do this with all new lessons developed. You will learn

a lot about what works and what doesn’t in actual classroom

practice with gifted learners.

12

Feature Article (1) 專題文章（一）

Principles of Using a Concept Approach to Interdisciplinary Curriculum

The principles of developing interdisciplinary curriculum are well

illustrated through using a concept based approach. Because

macro-concepts1 define how our world is interconnected, they allow

us to traverse easily different areas of learning and show students

the nature of those connections and applications.

The basic principles for engaging in this work involve several

steps:

1. Choose a concept that is central to what you want to focus

on in instruction. Not all concepts work equally well. It is also

a good idea to use the concepts selected by scientists as the

first foray into such curriculum development as they transcend

subject areas better than those more grounded in the language

arts.

2. Read about the concept so that you understand how it has

been developed in different areas of learning and what the

applications have been. After reading, it is also useful to sit

with different content experts and listen to their interpretation

of the concept in their work. This stage of the process gives

you a good grounding in the concept to be used for curriculum

development.

3. Now it is time to develop some generalisations for the concept,

based on a concept attainment model developed by Taba,

1962. After listing examples of the concept, create categories

and non-examples. Then create 3 to 5 generalisations that can

guide your thinking and applications.

4. It is now time to transpose the generalisations to outcome

statements that you can assess students’ understanding of

the concept under study.

5. Now you are ready to make the connections to the areas of study

you want to include. It is useful to derive salient examples in at

least three areas of learning that can be woven together. For

example, if you want to use the concept of models, employing

examples of physical and conceptual models in math, science,

and art would be one way to begin to establish connections.

If you want to study change, examining the process in

history, writing, and various art forms might lead to interesting

insights.

6. Create underlying task demands and products that highlight

the comparative aspects of the concept in the three disciplines

chosen. Add other disciplines or other generalisations as you

wish to modify the curriculum in greater complexity.

Appropriate Assessments to Impact the Learning of Gifted Learners

Just as differentiated curriculum and instruction is crucial to

curriculum design and development for the gifted, so too is the

appropriate choice of assessment tools to get at their level and extent

of learning in a new curriculum. The deliberate use of performance

based assessment coupled with portfolio approaches for longer

term learning is an important strategy to apply as it provides the

basis for assessing authentic learning at a high enough level to make

changes in instruction to accommodate. Criteria for the creation of

such assessments include an emphasis on higher order thinking,

advanced and open-ended tasks, and the demand to articulate one’s

understanding of the processes used to create the resulting product.

In addition, the use of a structured observation tool for teachers and

students will be helpful, demonstrating the behaviors of differentiated

teaching to look for in a classroom and the corresponding learning

behaviors that emanate from students.

1 Macro-concepts: These are concepts that provide a central organiser for many disciplines. They include change, systems, scale, models, and patterns.

“ These adaptations or new units need to attend to the principles of good curriculum design, exemplary practice in the subject area, and differentiated features of a curriculum for the gifted.”

13


ReferencesVanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver: Love.

VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.). Needham Heights, MA: Allyn & Bacon.

VanTassel-Baska, J. (2007) ( Ed.) Alternative Assessment in Gifted Education, Volume II. Critical Issues in Equity and Excellence in Gifted Education Series. Waco, TX: Prufrock Press.

VanTassel-Baska, J., & Little, C. (Eds.). (2003). Content-based curriculum for gifted learners. Waco, TX: Prufrock Press.

VanTassel-Baska, J., & Brown, E. (2007). Towards best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly. 51(4), 342-358.

VanTassel-Baska, J., Feng, A., MacFarlane, B. Heng, M.A., Teo, C.T., Wong, M.L., Quek, C.G. & Khong, B.C. (2008). A cross-cultural study of teachers’ instructional practices and beliefs, Journal for the Education of the Gifted. 31(3), 338-363.

VanTassel-Baska, J., Feng., A., Brown, E., Bracken, B., Stambaugh, T., French, H., McGowan, S., Worley, B., Quek, C.G., & Bai, W. (2008). A study of differentiated instructional change over three years. Gifted Child Quarterly, 52(4), 297-312.

VanTassel-Baska, J., MacFarlane, B. & Feng, A. (2006). A cross-cultural study of exemplary teaching: What do Singapore and the United States secondary gifted class teachers say? Gifted and Talented International, 21(2), 38-47.

About the author, HKAGE’s Visiting Academic:Dr. Joyce VanTassel-Baska is The Jody and Layton Smith Professor of Education and Executive Director of the Centre for Gifted Education at The College of William and Mary in Virginia, where she has developed a graduate programme and a research and development centre in gifted education. Formerly, she initiated and directed the Centre for Talent Development at Northwestern University. She is past president of the Association for the Gifted, a division of the Council for Exceptional Children, the Northwestern University Chapter of Phi Delta Kappa, and the National Association for Gifted Children. She has worked as a gifted education consultant in all 50 states and for key national groups, including the U.S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internationally in Australia, New Zealand, Hungary, Jordan, Singapore, South Korea, England, Germany, the Netherlands, and the United Arab Emirates.

Dr. VanTassel-Baska’s research interests include the talent development process and effective curricular interventions with the gifted. She has published widely including 22 books and over 500 refereed journal articles, book chapters, and scholarly reports. She also served as the editor of Gifted and Talented International, a publication of the World Council on Gifted and Talented from 1998 to 2005. Dr. VanTassel-Baska has received numerous awards including the International Mensa Research Award, 2001 and 1995, and President’s Award for exceptional work and service on Gifted and Talented International, the research journal of the World Council on Gifted & Talented Children, 2005. She was selected as a Fulbright Scholar to New Zealand in 2000 and a visiting scholar to Cambridge University in England in 1993.

本文作者（本學院訪問學者）簡介：

Dr. Joyce VanTassel-Baska 現任維珍尼亞州威廉與瑪

麗學院（The College of William and Mary）資優教育

中心的行政總監。她曾任美國五十個州、澳洲、紐西

蘭、新加坡、南韓、英國、德國、荷蘭及阿拉伯聯合

酋長國的資優教育顧問，並且獲獎無數，例如 1995

及 2001 年國際門薩研究大獎（International Mensa

Research Award 2001 and 1995）。

14


「資優生的課程設計與發展的依據」摘要Dr Joyce VanTassel-Baska

本文作者提出照顧資優或高能力學生需要的課程規

畫，需經教育同工先作宏觀策畫和建立一個由初小

至高中的課程架構，就著資優生在核心學習範圍的不同

階段的發展需要，規畫合適的課程範圍及次序 ; 而該架

構則須以照顧學習差異為基礎。同時，教師須因應資優

生的特質和需要調適及設計課程或學習單元，並依據有

效的課程設計原則、參考科本實例及適切地融入適異性

課程的理念及教學策略。作者在文中更提及在設計有關

課程的歷程時須注意以下重點：

規畫資優培育課程的策略和建議

1. 參考一些富實證支持的教學設計模式或原則作為設

計資優培育課程之基礎及依據

2. 在課程設計的歷程中，應用創意思維技巧以助構思

意念

3. 嘗試在日常教學中引入適異性教學策略，並反思其

成效以作改善

4. 建立支援網絡，群策群力，互相支持及交流實踐心

得

5. 在課堂引入新的教學技巧，從實踐中汲取寶貴經驗

及作檢討

「概念導向 Concept�Approach」的學科交互(Interdisciplinary) 課程設計原則

1. 選取一個恰當「概念」作為教學的焦點

2. 了解此概念在不同學習領域的發展和應用，並宜向

有關領域的專家討教

3. 建構概念的一般特性

4. 把概念的一般特性轉化為預期成效及陳述性目標，

以便評估學習成效

5. 連結不同學習領域

6. 設計跨科課業去突顯學科之間的交互性

恰當的評估可激發資優生的潛能

恰當的評估不但有助教師設計合適的課程以照顧資優生

的需要，並且能幫助他們延展學習及發展潛能。教師可

以靈活利用檔案評估配合表現 / 實作評估，此等評估方

法均著重高階思維的應用、以進深及開放式課業引發思

維、以及強調個人對學習經歷的反思，培養學生成為自

主學習者。


15


Make a Difference: Strategies and Practices to Differentiate Curriculum and Instruction for the GiftedDr Sandra N. Kaplan, Rossier School of Education, The University of Southern California

Conception of Differentiated Curriculum and Instruction

T he concept of differentiation emerges as a consequence

of recognizing and responding to the needs, interests and

abilities that define giftedness. The specific understanding that a

differentiated curriculum is not synonymous with the concept of

different curriculum needs to be underscored. Differentiation can

best be described as making modifications or adjustments in a

basic or regular curriculum constructed for all students so that it

specifically reinforces the gifted learners’ intellectual demands for

a curriculum including features of acceleration, depth, complexity

and/or novelty (California Department of Education, 2005).

While differentiation of curriculum refers to what gifted learners will

learn with reference to content, skills, and product development,

differentiation of instruction refers to how the teaching/learning

process will take place. Differentiation of curriculum and differentiation

of instruction should work in tandem. Differentiation of curriculum

is represented by selections in the type and structure of thinking

skills (processes), content (subject matter), resources and products

(presentation of learning). Guidelines to make these modifications

are rooted in the theories of curriculum and learning. The emphasis

for thinking skills (the process) is on critical and creative strategies.

The content should stress the assimilation of universal concepts, big

ideas, broad-based issues, and comprehension of the disciplines.

Resources should represent more advanced and classic as well as

contemporary views regarding the topic under study. Products should

represent the authentic work of the discipline and allow students to

experience multiple modes to communicate information.

Principles of Using Kaplan’s Grid to Design Curriculum Units

The Grid is a model to guide the construction of curriculum units. It

is recommended that curriculum writers begin developing units by

selecting a theme, rather than a topic, as the organising element.

The components of the Grid are the theme, content, processes

(e.g., productive thinking skills, research skills, and basic skills), and

products. Affective concerns, descriptions of learning experiences,

and activities are also important parts of the model.

The following grid is a means to identify the areas of the differentiated

curriculum and to connect them meaningfully to formulate learning

experiences. This is an example of an interdisciplinary curriculum

that is organised around the universal concept of “Relationships.”

Thinking Skills (Processes) Content Resources Products

Prove with evidence

Patterns of relationships among people and their environment

AtlasText materialsPicturesJournals of explorers

Synthesise the findings in a chart for presentation

Judge with criteria

Points of view regarding the relationships between literary genre and the times and place in which it was written

Literary works Write a persuasive essay

Determine the relevance

Details of how relationships are formed between “mothers and their children” versus “animals and people”

Biology referencesSociology references

Prepare for a discussion

Table (1): An Interdisciplinary Unit of Using Kaplan’s Grid

16

Feature Article (2) 專題文章（二）

The grid provides a structure to design learning experiences that

include the elements that distinguish the basic or regular curriculum

from the differentiated curriculum. Each of these learning experiences

becomes the basis for making instructional decisions.

Learning Experience: In the study of the universal concept of

“Relationships”, for instance, students will be able to prove with

evidence in which there are significant patterns of relationships

between people and their environments. They will use the atlas,

text materials, and pictures to gather their information and then

present their research in a chart.

Differentiation of instruction is defined by identifying the particular

type of strategy that best matches the teaching and learning of the

differentiated curriculum. The teacher needs to have a repertoire

of models of instruction that can be selected to enhance the goals

of the curriculum and responds to the varied learning needs of the

gifted: inductive and deductive reasoning, teacher directed versus

student centred learning or independent study, and/or collaborative

and cooperative learning.

Differentiation in Practices

The following lesson outline portrays how the model of instruction

enhances the teaching and learning as well as matches the attributes

of the learning characteristics of gifted learners.

Motivate and state the objective Discuss how things in the classroom and at home are related in some way. For example, describe the relationship between the time of a day and the activity in the classroom.

Inform students that they will be studying how and why things are related.

Introduce the big idea (content of the lesson)

Research the big idea (thinking skill reinforcement and introduction to the references)

Present the big idea: “People and environments are related”

Define the meaning of the skill: prove with evidence. Discuss where in the disciplines such as history, ecology, etc. there is a need to prove with evidence and the methodology that is used to perform this skill in the various disciplines.

Introduce the process for researching: taking notes, outlining, citing references, etc. and dividing students into groups to use the references to find the evidence to substantiate, verify, clarify and/or support the big idea.

Share and summarise Conduct a discussion concerning the evidence that students have gathered to verify the big idea: “People and environments are related”

Outline the major points shared by each group and show how they prove the big idea.

Develop the product (chart) Allow students to work alone or collaboratively to form their chart after students have been shown examples of various types of charts and comprehend the task.

Conduct an assessment Facilitate discussions about what is good work with reference to the thinking skill, content, and product of the learning experience.

Discuss how the curriculum and the learning procedure or model of instruction matched the gifted learners’ academic, social and personal needs, interests, and abilities.

Table (2): Lesson Plan- A Model of Instruction

“ Differentiated curriculum can be a catalyst to excite the potential of students who are gifted and to develop the potential of all other students in a heterogeneous classroom.”

17


Effective Differentiated Curriculum

The experiences of teachers and the responses of gifted learners

have provided a set of qualifiers and indicators that can be used to

determine the values and successes derived from differentiated

curriculum and instruction. The following are some points to

note on effective differentiated curriculum:

• Differentiated curriculum has to be a part of a

comprehensive set of experiences that are provided

on a regular basis to gifted learners in order to have

a significant effect or outcome.

• Differentiatedcurriculumcanbeacatalysttoexcite

the potential of students who are gifted and to develop

the potential of all other students in a heterogeneous

classroom.

• Theeffectivenessofdifferentiatedcurriculumisdependent

on how it is instructed or its dependency on differentiated

instruction. Teaching a differentiated curriculum in a didactic

or teacher directed manner can dissipate rather than enhance

the effectiveness of the curriculum to meet the needs of the

gifted.

• Differentiated curriculum does not replace the need to allow

gifted learners to have the opportunity to self-selected topics

of study and participate in an independent study at some time

during the school year.

• Differentiatedcurriculumandinstructionaremoralresponsibilities

of the education system once the learner diversity in classroom

has been identified.

ReferenceKaplan, S. (2009). Layering differentiated curricula for the gifted and talented. In F.A. Karnes & S.M. Bean (Eds.), Methods and materials for teaching the gifted (pp.107-133). Waco, TX: Prufrock Press.

18


「與別不同：為資優生調適課程與教學的策略及實踐方案」摘要Dr Sandra N. Kaplan

甚麼是為照顧資優生而設的適異性

課程 / 教學？是否只是給予資優生截

然不同的課程？原文首先清楚闡述

適異性 (differentiation)、適異性課程

(differentiated curriculum) 和適異性教

學 (differentiated instruction) 的定義。

為使讀者明白以上專門名詞的具體實踐方法，作者

用了一個跨學科教導「關係」概念的例子，展示

設計適異性課程時須先考慮資優生的認知及學習上的

需要，在提升思維層次，即過程 (process)、深化內容

(content)、善用資源 (resources) 及展示成果 (products)

各方面作出調適。作者計畫了一個跨科學習課程的設

計，於陳述學生在學習「關係」這概念時可能遇上的學

習經驗，例如使用地圖集等，並清楚羅列所用的適異性

教學策略，讓教師易於採用。

另外，作者亦闡述了一個教授適異性課程的教學

設計，詳述有關步驟：認清目標 (statement of

objectives)、介紹主題 (introducing)、分享 (sharing)、

總結 (summarising)、建立成果 (product) 及評估

(assessing)；又闡明如何融入適異性教學策略，讓讀者

了解適異性課程和適異性教學的聯繫；並舉出具體例子

展示如何加強適異性課程的教與學以照顧資優生的學習

特質。

最後，作者重申有效的適異性課程及教學對資優教育的

適切性和重要性。


About the author, the HKAGE’s Visiting Academic:Dr Sandra Kaplan is a clinical associate professor for learning and instruction at the University of Southern California’s Rossier School of Education. Dr Kaplan is a past president of the National Association for Gifted Children (NAGC), of which she has been a member since 1982. She is also a past president of the California Association for the Gifted. As one of the world’s foremost authorities in the field of gifted

education, she has made presentations at various major international gifted education conferences. She has also received various awards and honours. Recent honours include the Award

of Achievement from the California Association for the Gifted and the Distinguished Service Award from NAGC. Dr Kaplan has published various academic journals,

reports and books covering curriculum planning for gifted learners.

本文作者（本學院訪問學者）簡介：

Dr Sandra Kaplan 現任美國南加州大學副教授。她曾任美國

“National Association for Gifted Children”專業團體的主席，

以及於多個國際性資優教育會議中演說。她並於多份學術期

刊、報告及書刊中發表有關為照顧資優生而調適課程的文章。

19


MRS SUNDA BRISAS ELEMENTARY GIFTED PROGRAMMEhttp://www.kyrene.org/schools/brisas/sunda.htm

T his is a very useful site which supports teachers, parents as well

as gifted learners. Developed by a gifted resource teacher at

Kyrene de las Brisas Elementary School in Arizona, the site provides

an instant support to teachers who are new to gifted education and

also serves as a guide to parents of gifted children. Free resources

available on this site include the teaching resources for language arts,

history, mathematics and spatial reasoning. Teachers can access

a large resource base consisting of lesson plans and innovative

teaching ideas which will definitely engage gifted learners. On the

website, I like “Mrs Sunda’s Debate Forum – Teaching Debate in

the Elementary Classroom” most. It contains useful debate rubrics,

teaching tips and strategies, samples of debate speeches and

suggested motions which can be adapted for teaching secondary

students. English teachers in Hong Kong who are teaching the

English Debate Module in the New Senior Secondary (NSS)

Curriculum will find the site beneficial to high-ability learners as the

ready made unit handouts provide guidelines not only on how to

prepare for a debate but also on how to evaluate a debater’s own

performance critically. It also gives a lot of practical tips to parents

ranging from helping their gifted children in reading and writing to

developing children’s attention span. The site was awarded by the

Arizona Technology in Education Alliance and selected as a winner

of the Exemplary Web Site in May 2003.

Recommended by Aminah MaiEnglish Panel Chair, TWGHs Lui Yun Choy Memorial College

此網站早於 2003 年被 Arizona Technology in

Education Alliance 選為優異示範網站。網站由一

位小學資優班教師開發，給家長及教師作支援資優生之

用。它不但為首次接觸資優教育的教師提供即時支援，

亦可作為資優生家長的指南。網站提供的免費資優教育

的教學資源包括語文、歷史、數學及空間推論的課堂設

計及創新教學主意。

其中我最喜歡的是 Sunda 女士的雄辯擂台 – 小學辯論

課程。網站提供很多有用的辯論評核工具與標準、辯論

教學策略與建議，以及一系列適用於中學的辯論題目和

教材，對英文教師來說實在是一大喜訊，他們除了可以

找到教導高能力學生的合適辯論教材及講義，亦能指引

辯論員如何以批判的態度評估自己的表現。家長亦可在

此找到適合訓練資優兒讀寫技巧及提升他們專注力的實

用建議。

東華三院呂潤財紀念中學英文科科主任

買慧敏老師

20

Recommended Resources 前線推介

本書適用於小學常識科的科學探究課堂。教師可利用書中的簡單實驗

教導小學生把一些基本科學原理應用於日常生活上，藉以加深他們

理解這些抽象理論及概念。每一篇章皆清楚列明實驗的步驟、所需物料、

解釋及進階思考這四個部份。

書中提供不同領域的科學實驗，簡單而有趣。教師可利用本書的小實驗作

開場白，引起學生對新課題的學習動機和興趣，並且以「為什麼」、「怎麼

樣」和「怎樣可以」等問題去培養學生的高層次思維，讓他們把已有的知

識與新知識融會貫通。教師亦可以藉此滿足資優生較強的求知慾和理解能

力，通過討論、探索、解釋、反思、深化學習內容及探究較複雜的概念，

提升資優生的批判思維和解難能力。在教師的靈活運用及引導下，這些很

簡單的實驗也可作為深化學生思維與學習的工具。

沙田培英中學

陳佩芳老師

A Resource Book for Teaching Scientific Investigations (in Chinese)

T his book is recommended as a resource book for scientific investigations in General

Studies lessons. The experiments stated in the book are practical for primary school

students because they illustrate and explain the abstract scientific principles encountered in

our daily life. The procedure, apparatus and materials to be used, theories and suggestions

for advanced learning are clearly elaborated in each chapter.

This book is filled with simple and interesting experiments related to real-world problems.

Teachers can use these experiments at the beginning of a new lesson to stimulate

students’ interest in scientific principles. Throughout the experiments, teachers can use

the “Why”, “How” and “How can” questions to lead gifted learners in higher order thinking.

Furthermore, students can develop critical thinking and problem solving skills through

discussion, exploration, reasoning and reflection on the lessons.

Recommended by Chan Pui Fong, CarolPhysics teacher of Shatin Pui Ying College

《培養孩子動手動腦的趣味科學實驗》吳瑩霞編著出版社：民主與建設出版社出版年份： 2009 年 1 月

21

Recommended Resources 前線推介

News Bites: Teacher Professional Development教師專業發展課程剪影

O ne of the missions of the HKAGE is to provide educators with quality professional development in gifted education. To do so, we offer

diversified professional development opportunities for teachers and frontline school practitioners to meet their diverse learning needs in gifted education.

In addition to providing structured courses at different levels, the HKAGE will invite local and overseas experts as well as experienced frontline educators to deliver and facilitate thematic courses in different areas of gifted education. From December 2008 to March 2009, three local and overseas experts and academics were invited to conduct mass lectures and thematic courses.

香港資優教育學院成立的其中一項宗旨是為教育同工提供

優質的專業發展課程。學院致力為教師及前線教育同工

舉辦多元化的資優教育專業發展課程，以滿足同工不同的進

修需要。

學院除了開辦不同程度的結構課程外，亦會就不同的資優教

育專題，邀請海外及本地資優教育專家學者和前線資深教育

同工，主講研討會、講座、工作坊及專題研討課程。在 2008

年 12 月及 2009 年 1 月至 3 月期間，學院分別邀請了三位資

深的資優教育專家和學者主講了多個大型的講座及研討課程。

Thematic Course on “Gifted Underachievers and Strategies to Help Them”, 15th and 17th December 2008Speaker: Mrs Eva Sum, Teaching Consultant,

The University of Hong Kong

Mrs Eva Sum, an experienced educational psychologist with many years of experience working with gifted learners, shared her views on “Gifted Underachievers” with the 120 participants in two thematic courses. Topics included the definition, identification and characteristics of gifted underachievers, the causes and strategies to help them and skills to foster home-school collaboration. The participants actively involved in the discussion and gave positive feedback.

2008 年 12 月 15 日及 17 日�情意教育專題研討課程�

「認識潛能未展資優生及支援策略」

講者：香港大學心理學系教學顧問沈李以慧女士

資深教育心理學家沈李以慧女士於兩個專題課程上與 120

位與會者討論潛能未展資優生的議題，包括探討潛能未展

資優生的定義、識別方法、他們的行為特質和成因、協助

他們的方法以及家校協作技巧。在講者指導下，與會者積

極參與討論，並對課程作出正面的評價。

� A teacher shares her experience in working with gifted underachievers. 課堂上教師分享曾遇上潛能未展資優生的經驗。

� Mrs Eva Sum shares with teachers her views on the identification of gifted underachievers and strategies to help them.

沈女士向出席教師講解識別潛能未展資優生及協助他們的方法。

� Mrs Sum’s seminar attracts a large group of participants including primary and secondary school teachers, guidance teachers and school social workers.

沈女士的講座吸引了一眾與會者（包括中小學教師、輔導主任及

學校社工）濟濟一堂，聚精會神地聆聽講解。

�

�

�

22

News Bites 要聞剪影

Mass Lecture on “Strategies and Practices on Curriculum Differentiation”, 15th January 2009

Thematic Course on “Strategies and Practices on Curriculum Differentiation”, 16th- 17th January 2009Speaker: Dr Sandra Kaplan, Associate Professor,

The University of Southern California

At the Mass Lecture, Dr Sandra Kaplan introduced the basic concepts of curriculum differentiation. She also shared with the 220 participants her own experience in using curriculum differentiation. During the two-day thematic course, Dr Sandra Kaplan further discussed strategies in implementing curriculum differentiation in the classroom. She also shared the current practice in some schools in California. The feedback on both lecture and thematic course was very positive. Below are some comments given by the participants:

“Thanks to Dr Sandra's sharing, it gives me a new perspective in understanding curriculum differentiation.”

“I can share with my colleagues the strategies I learned to improve the planning of curriculum differentiation.”

2009 年 1 月 15 日�大型講座「適異性課程的策略與實踐」

2009 年 1 月 16 及 17 日�專題研討課程「適異性課程的策略與實踐」

講者：美國南加州大學教學部副教授 Dr Sandra Kaplan

於 2009 年 1 月 15 日舉行的大型講座中，Dr Sandra

Kaplan 集中介紹適異性課程的策略與運用，以滿足高能

力學生的學習需要。她亦與 220 位與會者分享有效的實踐

經驗。而 Dr Kaplan 在兩天的專題課程上與出席教師探討

在課堂中引入適異性課程的策略，並深入剖析有效的實踐

方法，以照顧高能力學生的學習需要。此外，Dr Sandra

Kaplan 亦分享加州學校實踐適異性課程與評鑑的經驗。講

座及專題研討課程廣受與會者歡迎，以下為他們的其中一

些回饋：

「課程令我可以從全新角度去認識適異性課程的實踐情

況⋯⋯十分感謝 Dr Kaplan 深入淺出的分享。」

「我可以把學到的策略帶回部門與同事分享，以幫助同事規

畫適異性教學活動。」

� Mass lecture on “Strategies and Practices on Curriculum Differentiation”

大型講座「適異性課程的策略與實踐」

� Dr Sandra Kaplan demonstrates an interactive way of designing curriculum that suits gifted students' needs.

Dr Sandra Kaplan向與會者示範如何運用生動的方法設計適合資優生

需要的課程。

� Teachers chat with each other while enjoying the tea-break. 教師在享用茶點之餘，亦抓緊與同工互相分享、交流的寶貴機會。

� Teachers participate in group discussions during the thematic course. 教師在分組討論時，全情投入。

� Teachers take the opportunity to raise questions on curriculum differentiation planning.

教師爭取機會就設計適異性課程向Dr Sandra提問。

�

�

�

�

�

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Mass Lecture on “Looking Ahead in the Field of Gifted Education”, 4th March 2009

Thematic Course on “Effective Curriculum Planning and Assessment for Learning”, 2nd and 3rd March 2009Speaker: Dr Joyce VanTassel-Baska, Executive Director, Centre for

Gifted, The College of William and Mary, Virginia

Dr Joyce VanTassel-Baska shared with the 280 participants at the mass lecture the concept of giftedness and the development of gifted education. In the lecture she emphasised the importance of gifted education, effective practice and implementation strategies. 73 curriculum coordinators and teachers from secondary schools attended the two-day thematic course during which Dr VanTassel-Baska elaborated on how to develop effective programmes for high-ability learners using different strategies and effective practices. She also discussed the use of performance based assessment and its linkage to thinking process. The participants' feedback on the lecture and thematic course was very positive. Here are some of the feedback received:

“I am so lucky to be able to attend this lecture by Dr Joyce VanTassel-Baska. Now I know what schools can do to nurture gifted students.”

“The lecture is inspiring, and Dr VanTassel-Baska is a very good speaker. She has given a very comprehensive presentation with limited time. As a principal, I believe this introductory lecture can provide schools with useful reference for developing gifted education.”

2009 年 3 月 4 日�大型講座「資優教育前瞻與展望」

2009 年 3 月 2 及 3 日�專題研討課程「有效的課程規畫及學習評估」�

講者：維珍尼亞州威廉與瑪麗學院（The College of William and

Mary）資優教育中心行政總監 Dr Joyce VanTassel-Baska

Dr Joyce VanTassel-Baska 於講座上與 280 位校長及課

程領導人員探討資優概念及資優教育的發展。她特別指

出資優教育的影響、有效實踐方法及推行策略。73 名中

學課程統籌主任及教師出席了為期兩天的專題課程，Dr

VanTassel-Baska 向與會者闡釋如何運用適當的策略及

有效的實踐方法，為高能力學生發展有效的課程。此外，

她亦跟與會者討論發展實作評量 (Performance Based

Assessment) 的原則，並強調此類評估方法與思維過程的

聯繫。與會者對培訓活動作出了正面的評價，以下為他們

的一些意見：

「有幸出席這次由國際知名教育學家主持的講座，讓我清楚

知道學校該怎樣更有效地培育資優生。」

「講者在有限的時間內作出了廣泛的探討，她的表現很出

色，其講座很有啟發性。作為校長，我認為這個入門講座

能為學校開展資優教育提供參考準則。」

� In the two-day thematic course, Dr Joyce VanTassel-Baska shows the participants key points in designing gifted education programmes.

在為期兩天的工作坊上，Dr Joyce VanTassel-Baska向與會者講解

資優教育課程設計的重點。

� The participants are grouped according to the subjects they teach. Each group discusses the way to integrate elements of gifted education into their subjects.

與會者按任教的學科分組，積極討論如何在自己的學科裡融入

資優教育元素。

� Dr Joyce VanTassel-Baska shares her views on GE at the mass lecture. Dr Joyce VanTassel-Baska於講座上分享她對資優教育的見解。

� In attendance are principals and teachers from various types of schools. 出席講座的校長及教師來自不同類型的學校。

�

� � �

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Teacher Professional Development (June-November 2009) 教師專業發展（2009 年 6 月至 11 月）

Diversified professional development opportunities are provided for frontline school practitioners to meet their diverse learning needs in gifted education. Please visit “Teacher Zone” of our website: www.hkage.org.hk for details.

香港資優教育學院教師專業發展部致力為前線教育同工舉辦多元化的資優教育專業發展課程，以滿足他們不同的進修需要。欲查詢各項課程之詳情，請登入學院網站內的「教師園地」。

(I) Structured Courses 結構課程

Course Title

課程名稱

Objective(s)

目的

Target group

培訓對象

Date & Duration

舉辦日期及修讀時間

Introductory Course on “Gifted Education”

入門課程：「資優教育初探」

To introduce to educators the rationale and basic concepts of gifted education

簡介資優教育的基本概念及資優課程的類別

All educators

教育同工

2009/08/31

3 or 6 hours

3 小時或 6 小時

Foundation Course: “Nurturing the Gifted Learners”

基礎課程：「培育資優生」

To introduce to teachers the key elements of gifted education including conceptions, identification and programming

介紹資優教育主要元素包括資優基本概念、識別及有關課程的規畫

Primary & secondary teachers

初次接觸及計畫在校內推行資優教育的中小學教師

2009/07 – 2009/11 or 2009/11 – 2010/03

36 hours with practicum

36 小時及實習課

Intermediate Course: “Nurturing Gifted Learners on Leadership, Creativity and Critical Thinking”

進階課程：「培育資優生的領導才能、創意與批判思維」

To equip teachers with knowledge and strategies to develop gifted learners’ creativity, critical thinking and leadership skills

提升學員對「資優」特質、領導才能、創意與批判性思考的認識

Primary & secondary teachers

曾修讀資優教育入門或基礎課程及已掌握有關基本知識的中小學教師

2009/07 – 2009/12



Intermediate Course: “Affective Education for Gifted Learners”

進階課程：「資優生的情意教育」

To equip teachers with knowledge and strategies to meet the affective needs of gifted learners

提升學員對資優生情意教育的認識

Primary&secondaryteachers;school social workers

曾修讀資優教育入門或基礎課程及已掌握有關基本知識的中小學教師及學校社工

2009/10 – 2010/03



Advanced Course: “Affective Education and Counselling Support for Gifted Learners”

深造課程：「支援資優生社交及情意需要」

To equip teachers/social workers with the understanding and skills to provide support for the well-being of gifted learners

加強學員對資優生社交及情意需要的了解及如何透過課程及支援系統協助他們

Guidance teachers & school social workers

學校社工及學生輔導主任 /教師

2009/10 – 2009/11



“ By learning you will teach; by teaching you will understand.” Latin Proverb

25

Upcoming Events of the Academy 學院動向

(II) Thematic Courses 專題研討課程

Mass lectures, workshops and seminars are organized based on topics in the following themes:

主辦大型講座、工作坊及講座，教導資優教育不同範疇的知識和技巧，包括：

• CurriculumandInstruction課程及教學策略

• AffectiveEducation情意教育

• GeneraltopicsrelatedtoGiftedEducation資優教育專題

Thematic Workshop on “Performance Based Assessment”專題工作坊：「實作評量」

Date 日期 23 June 2009 (Primary School Session) 2009年6月23日（小學場次）

24 June 2009 (Secondary School Session) 2009年6月24日（中學場次）

Time 時間 2:00-5:00p.m. 下午2時 – 5時

Medium of Instruction

講授語言Putonghua 普通話

Target 培訓對象 Primary and Secondary Teachers 中小學教師

Content 課程內容 This workshop will introduce guiding principles of developing and implementing performance based assessment and its use in identifying the gifted as well as for planning of learning. Practical strategies will be demonstrated.

介紹「實作評量」的原則及在識別資優生和規畫適切學習上的應用。講者將以實例與學員分享有關的評量策略。

Thematic Seminar on Affective Education: “Understanding Gifted Students with Learning Disability and Strategies to Help Them”情意教育專題講座：「認識學習障礙資優生及支援策略」

Date 日期 3 July 2009 (Primary School Session) 2009年7月3日（小學場次）

6 July 2009 (Secondary School Session) 2009年7月6日（中學場次）

Time 時間 2:00-5:30p.m. 下午2時– 5時30分

Medium of Instruction

講授語言Cantonese 粵語

Target 培訓對象 Primary and Secondary Teachers, Guidance Teachers, and School Social Workers

中小學教師、學生輔導主任及學校社工

Content 課程內容 This seminar will introduce ways to identify gifted students with learning disability and the strategies that teachers could adopt to help this group of learners.

探討如何識別學習障礙的資優生及運用有效的策略，以協助他們發揮潛能。講者將會與學員分享實例及研討有關的教學和輔導方案。

UPCOMING

THEMATIC COURSES!

即將舉辦的專題課程

Please visit

“Teacher Zone” of our website

for details & registration:

報名詳情：敬請留意本學院

「教師園地」網頁：

www.hkage.org.hk

26


For Student Members of the HKAGE 為本學院學員提供的課程/活動

Student Programmes and Services (May-Aug 2009) 學生服務�(2009年5月至8月)

For details on events and support services for students and parents, please visit “Student Zone” and “Parent Zone” of our website: www.hkage.org.hk for details.

欲查詢學院各項學生和家長課程/活動/支援服務之詳情，請登入學院網站內的「學生園地」及「家長園地」。

Open to all secondary school students and all student applicants must be nominated by their schools歡迎全港中學生參加下列活動，惟學生必須經學校提名報名

Pre-Olympiad Contest / Workshops

奧林匹克選拔賽 / 賽前培訓

International Mathematical Olympiad Preliminary Selection Contest – Hong Kong 2009

國際數學奧林匹克－ 2009 香港選拔賽

Pre-Olympiad Workshops for Hong Kong Physics Olympiad

香港物理奧林匹克－賽前培訓

Mathematics 數學

Mathematics in 24 Lessons 2009

2009 數學二十四章經

International Mathematical Olympiad (IMO) Training 2009-2010 (Phase I)

國際數學奧林匹克訓練 2009-2010（第一期）

Sciences 科學

Marine Sciences (University-based credit-bearing course)

海洋科學探究學分課程（大學學分課程）

Leadership 領導才能

Leaders for the New Generation

新一代社會領袖

Leadership Enhancement and Social Service Projects

領導才能培訓及社會服務計畫

Introductory Workshop on Debating Skills

領袖基本功 : 辯論技巧工作坊

Humanities 人文學科

Future Curator Training Course

未來館長培訓班

An Introduction to Linguistics

語言學導論研習日

27


Parent Support (June-August 2009) 家長支援服務�(2009年6月至8月)

Blog Discussion「園外資音」網上討論區

All parents who are interested in gifted education所有對資優教育有興趣的家長

Starting from May 20092009 年 5 月起

Workshop for Parents on “Higher Order Thinking Skills”高階思維系列家長工作坊

Parents of gifted children資優兒童的家長

June 20092009 年 6 月

“Twice Exceptional Project”:A research and support services研究及支援服務：

「雙重特殊資優兒計劃」

Families with twice exceptional gifted children雙重特殊資優兒的家庭

Starting from July 20092009 年 7 月展開

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Event 活動: 18th Biennial World Conference for G & T & Youth Summit 2009

（此活動以英語進行）

Date 日期: 3-7 August, 2009

2009 年 8 月 3-7 日

Location 地點: Canada 加拿大

Website 網址: www.worldgifted2009.com

Event 活動: The SENG Summit 2009 : Mission Possible


Date 日期: 17-19 July, 2009

2009 年 7 月 17-19 日

Location 地點: USA 美國

Website 網址: www.sengifted.org

Event 活動: Confratute 2009


Date 日期: 13-24 July, 2009

2009 年 7 月 13-24 日


Website 網址: www.gifted.uconn.edu

Event 活動: ASCD Summer Conference on Differentiated Instruction, Understanding by Design, and What Works in Schools


Date 日期: 26-28 June, 2009

2009 年 6 月 26-28 日


Website 網址: www.ascd.org

Event 活動: Seminar on ”Introducing Curriculum Leadership and Management in Gifted Education”

「資優教育課程領導與管理初探」研討會

Date 日期: July 2009 2009年7月

(Please refer to the Training Calendar System or the website of the EDB for details)（詳情請留意教育局培訓行事曆或教育局網頁）

Location 地點: Hong Kong 香港

Website 網址: www.edb.gov.hk/cd/ge

Local & International Professional Development Activities本地及海外專業發展課程�

29

“ A teacher affects eternity: he can never tell where his

influence stops.”「教師春風化雨，

其影響無遠弗屆，生生不息。」

Henry Adams

Express Your Ideas!

請踴躍表達意見！

If you have a great idea for “INSPIRE”, you are most welcome to contact us!

假如你對今期內容有任何意見，

歡迎聯絡我們！

Contact Information 聯絡方法

Website 學院網頁：www.hkage.org.hk

Email 電郵：[email protected]

Consultation Centre 諮詢中心

Hotline 熱線電話：3698 3947

Email 電郵：[email protected] electronic version of INSPIRE is available on our website.學院網頁備有《匯賢資訊》網上版，可供參考及下載。

Editorial Team 編輯組�

Angel Wan 尹秀芳

Chng Poh-teen 莊寶珍

Clara Tam 談勵紅

Jessie Chow 周美玲

Nelson Lai 黎永業

Samson Chan 陳勝新

Sharon Ng 吳淑惠

Solomon Hui 許金城

Yvonne Fong 方瑞心

© Copyright 2009 The Hong Kong Academy for Gifted Education. All rights reserved.

香港資優教育學院 2009 版權所有，未經許可，不得轉載。

the gifted education magazine for educators - inaugural issue 匯賢資訊 - 創刊號

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