中 文 摘 要
本研究旨在瞭解七十七學年度台北市國民小學提早入學資優生之教育歷程與適應狀況，並蒐集提早入學資優生及其父母、教師對此一制度的看法與建議。研究對象包括32名提早入學資優生，以及曾經任教的48位教師，並依據篩選標準選出10組學生與家長進行半結構式訪談。以「資優生提早入學經驗問卷」、「提早入學資優生之教師調查問卷」、「提早入學資優生訪談問卷」、「提早入學資優生之家長訪談問卷」為研究工具，所得資料以次數及百分比分配統計、內容分析的方式進行處理。
本研究結果發現如下：
一、在教育歷程方面，學生選擇提早入學的原因以父母的意見為主；有半數的學生於小學階段就讀資優班，國、高中階段則甚少就讀資優班；小學升國中的方式以「一般方式」最多，國中升高中以「聯考」最多。
二、在小學階段的學習適應上，大多數學生的學業成績名列前茅，也能主動閱讀許多課外讀物；在生理適應上，學生的健康、體能、動作、體格發展皆大致良好；在社會情緒上，學生與老師、同儕維持良好關係，個人的情緒管理也大致良好，不容易緊張焦慮。整體說來，學生在小學階段喜歡上學。
三、在中學階段的學習適應上，大多數學生不但可以勝任學校課業，且在校成績表現優異；在生理適應上，學生的健康、體格發展良好，並不因為課業壓力而經常地影響睡眠；在社會情緒上，學生與老師、同儕維持良好關係，個人的情緒管理良好，不容易緊張焦慮。整體說來，學生在中學階段喜歡上學。
四、目前的心理適應方面，在生活壓力的感受上，由於即將面臨大學聯考，學生在學業、自我期望、重要他人期望三方面壓力稍大之外，在生活、同儕關係、師生關係、親子關係、健康狀況、體格發展各方面的心理狀況皆適應良好。在自我發展上，大多數的學生對自己有信心，並認為自己能力優秀，但對目前表現的滿意度，有超過半數的學生並不滿意。
五、對資優生提早入學制度的看法與建議方面，大多數的研究對象認為提早入學是正向影響，並贊成辦理該鑑定。在鑑定的年齡與智力標準上，五歲半與智力正兩個標準差以上較為適當；在鑑定項目上，心智能力最為重要，社會情緒適應能力與學習準備度次之，並且贊成學生入學後提供資優教育。
綜合本研究結果，學生在提早入學後十年的教育歷程中適應情形良好。研究者綜合本研究之結論與研究過程中所獲得之經驗，提出本研究結果在資優教育上之應用，並對教育行政單位、學校、教師、家長和未來的研究提出建議。

The study was intended to explore the school experience and school adjustment of the primary gifted early entrants (GEEs) in Taipei City in academic year of 1988, and to investigate comments of GEEs, of GEEs' parents and of GEEs' teachers.
The composition of the subjects were (1) 32 GEEs, (2) 48 of their past and current teachers, and (3) 10 pairs of GEEs and their parents selected by screened standard after semi-structural interviews. The methodologies of the study were (1) subject data obtained by "GEEs' School Experience Questionnaire", "GEEs' Teachers Questionnaire", and "Interview Questionnair of GEEs and of their parents ". (2) subject data analyzed by percentage and "content analysis" .
The main findings were as follows :
(1) For educational experience, GEEs' early entrancy was decided by their parents. While half of the GEEs were in the gifted class at primary school, only few of them attended gifted class during their studying in junior / senior high school. Most GEEs entered junior high school by general admission, and most of them continued their senior high school studies by sitting for the united entrance examination.
(2) During the period of primary school and junior / senior high school, most GEEs' academic achievement were in the lead of the class. Their health and physical development were in good conditions. GEEs not only had well - control of their self - emotion, but also did they keep harmonious relations with teachers and classmates.
(3) During the senior high school period, as facing the national entrance examination for colleges, GEEs were pressurized by the school work, their self - expectation, and expectations from others who are important to them. Nevertheless, both GEEs' physical development and their relations with others were in a fair form. Although over half of the GEEs were not satisfied with their current performance, most of them were self - confidence and self - valued.
(4) Regarding the system for gifted early entrance, most subjects had positive attitudes, and were in favor of such a assessment. The age and IQ was considered by subjects to be 5 1/2-years-old and above +2 standard deviation(SD). Mental ability was put by subjects as preference before levels of social emotion or of learning readiness. Finally, all subjects support the gifted education for GEEs in school.
In sum, the result demonstrated that GEEs had good adjustment during their 10- years-period school experience. In addition, the study also provided the practical value for the gifted education design. Finally, based on the findings, suggestions for related educational administrative, schools, teachers, parents and future research were made.

一、中文部分
吳武典（民77）：資賦優異學生提早入學及縮短修業年限之探討。國教月刊，35卷，1、2期，18-21頁。
臺灣師大特教系（民88）：台北市八十八學年度資賦優異兒童提早入國民小學鑑定安置模式及執行辦法規劃草案（未出版）。台北市教育局委託規劃「台北市八十八學年度學前資賦優異兒童提早入國民小學相關事宜」。
林寶貴、郭靜姿、吳淑敏、廖永、嚴嘉明（民86）：資優甄試輔導升學大學語文資優生追蹤研究總結報告。教育部中等教育司委託，國立台灣師範大學特殊教育中心印行。
林幸台（民88）：資優生提早入學需配套措施。中國時報，3月1日，第9版。
林寶山（民73）：學前資優兒童之學習特徵及其鑑定方式。資優教育季刊，12期，2-6頁。
徐秀珍（民88）：您的小孩是資優兒童嗎？五歲資優生讀小學，家長趨之若鶩。今週刊，119期，102-106頁。
張春興（民71）：心理學。台北：東華書局。
郭靜姿（民86）：跳級資優生之追蹤研究報告。國科會專題研究計畫成果報告（未出版）。
郭靜姿（民87）：誰適合加速？。資優教育季刊，66期，1-12頁。
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。台（88）參字第88010951號令公布。
陳龍安（民77）：國民小學資賦優異學生提早入學暨縮短修業年限實施要點。國教月刊，35卷1.2期，22-29頁。
陳龍安、金瑞芝（民85）：學前資優兒童教育。國立教育資料館教育資料集刊，21期，283-299頁。
陳明印（民82）：我國國民中小學前三屆資優班畢業生之追蹤研究。高雄：國立高雄師範大學特殊教育中心。
蔡典謨（民86）：資源整合與資優教育。資優教育季刊，64期，6-10頁。
蔡秋桃（民75）：如何拔精選粹─學前資優兒童之鑑定。資優教育季刊，18期，14-15頁。
盧雪梅（民78）：台北市國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）。
盧雪梅（民88）：落實資優生提早入學和縮短修業年限。中華資優教育學會第二屆年會會議手冊（未出版）。
二、英文部分
Alexander, P. J., & Skinner, M. E. (1980). The effects of early entrance on subsequent social and academic development: A follow up study. Journal for the Education of the Gifted, 3, 147-150.
Beattie, C. C. (1970). Entrance age to kindergarten and first grade: Its effect on cognitive and affective development of students. (ERIC Document for Research Service NO. ED133050).
Birch, J. W. (1984). Is any identification procedure nessary?. Gifted Child Quarterly, 28(4), 157-161.
Braga, J. L. (1971). Early admission : opinion versus evidence. The Elementary School Journal, 71, 35-46.
Braymen, R. K. F., & Piersel, W. C. (1987). The early entrance option: Academic and social/emotional outcomes. Psychology in the Schools, 24, 179-189.
Broward County School Board. (1974). A study of early entry into first grade, 1973-1974.(Clearinghouse No. PS008514). Fort Lauderdale, FL: Broward County School Board. (ERIC Document for Research Service NO. ED122929).
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.
Cornell, D. G., Callahan, C. M., Bassin, L. E., & Ramsay, S. G. (1991). Affective development in accelerated students. In E. D. Jones & W. T. Southern (Eds.), The academic acceleration of gifted children (pp.74-101). New York: Teachers College.
Davis, G. A., & Rimm S. A.(1989). Identifying gifted and talented students. In G. A. Davis, & S. B. Rimm (Eds.), Education of the gifted and talented(second edition)(pp.67-75). Englewood Cliffs, NJ: Prentice-Hall.
Fatouros, C. (1986). Early identification of gifted children is crucial …but how should we go about it?. Gifted Education International, 4(1), 24-28.
Feldhusen, J. F. (1992). Early admission and grade advancement for young gifted learners. Gifted Child Today, 15(2), 45-49.
Feiring, C., Louis, B., Ukeje, I., Lewis, M., & Leong, P. (1997). Early identification of gifted minority kindergarten students in Newark, NJ. Gifted Child Quarterly, 41(3), 76-82.
Gray, R. (1985). Criteria to determine entry into school: A review of the research. (ERIC Document for Research Service NO. ED260826).
Gredler, G. R. (1986). School readiness: Assessment and education issues. (ERIC Document for Research Service NO. ED375979).
Gross, M. U. M. (1999).Small poppies: Highly gifted children in the early years. Roeper Review, 21(3), 207-214.
Hunsaker, S. L. & Callahan, C. M. (1991). Student assessment and evaluation. In E. D. Jones & W. T. Southern (Eds.), The academic acceleration of gifted children (pp.207-222). New York: Teachers College.
Jones, E. D. & Southern, W. T. (1991). Objections to early entrance and grade skipping. In E. D. Jones & W. T. Southern (Eds.), The academic acceleration of gifted children (pp.51-73). New York: Teachers College.
Karnes, M. B., & Johnson, L. J. (1991). The preschool/primary gifted child. Journal for the Education of the Gifted, 14(3), 267-283.
Klein, J. J., & Breniman, E. R. (1965). Longitudinal study of children in Somerset County who were permitted to enter school early under Act 312 of the 1949 Pennsylvania Assembly. (ERIC Document for Research Service NO. ED030990).
Kolo, I.A. (1999). The effectiveness of Nigerian vs.United States teacher checklists and inventories for nominating potentially gifted Nigerian preschooler. Roeper Review, 21(3), 179-183.
Mathews, F. N., & Burns, J. M. (1987). An assessment challenge:Developing screening procedures for the preschool gifted child. Journal for the Education of the Gifted, 10(3), 215-225.
Obrzut, A., Nelson, R. B., & Obrzut, J. E. (1984). Early school entrance for intellectually superior children: An analysis. Psychology in the Schools, 21, 71-77.
Parke, B. N. & Ness, P. S. (1988). Curricular decision-making for the education of young gifted children. Gifted Child Quarterly, 32(1),196-199.
Pennau, J. M. (1981). The relationship between early entrance and subsequent educational progress in the elementary school.Dissertation Abstracts, 42,1478.
Proctor, T. B., Black, K. N., & Feldhusen, J. F. (1986). Early admission of selected children to elementary school: A review of the research literature. Journal of Educational Research, 80(2), 70-76.
Proctor, T. B., Black, K. N., & Feldhusen, J. F. (1988a). Early admission to elementary school: Barriers versus benefits. Roeper Review, 11(2), 85-87.
Proctor, T. B., Black, K. N., & Feldhusen, J. F. (1988b). Guidelines for early admission to elementary school. Psychology in the Schools, 25, 41-43.
Rebecca K. F. B., & Wayne, C. P. (1987). The early entrance option: Academic and social/emotional outcomes. Psychology in the Schools, 24, 179-189.
Reid, B. D. (1991). National research needs assessment process. The National Research Center on the Gifted and Talented Newsletter, 1(1), 8-9.
Robinson, N. M., & Weimer, L. J. (1990). Early admission to kindergarten and first grade. (ERIC Document for Research Service NO. ED319528).
Robinson, N. M., & Weimer, L. J. (1991). Selection of candidates for early admission to kindergarten and first grade. In E. D. Jones & W. T. Southern (Eds.), The academic acceleration of gifted children (pp.29-50). New York: Teachers College.
Sankar-DeLeeuw, N. (1999). Giftd preschooler: Parent and teacher views on identification, early admission and programming. Roeper Review, 21(3), 174-179.
Shaklee, B. D. (1992). Identification of young gifted students. Journal for the Education of the Gifted, 15(2), 134-144.
Silverman, L. K. (1992). How parents can support gifted children. (ERIC Document for Research Service NO. ED352776).
Smith, M. L., & Shepard, L. A. (1988). Kindergarten readiness and retention: A qualitative study of teacher's beliefs and practices. American Education Research Journal, 25, 307-333.
Smutny, J. F. (1995). Early gifts, early school recognition. Understanding Our Gifted, 7(3), 13-16.
Smutny, J. F. (1999). A special focus on young gifted children. Roeper Review, 21(3), 172-173.
Subotnik, R. F., & Arnold, K. D.(1993). Longitudinal studies in gifted education. Roeper Review, 15(3), 118-120.
Wallis, L. R. (1984). Selective early school entrance: Predicting school success. Journal for the Education of the Gifted, 7(2), 89-97.