摘 要
本研究旨在探討國中低成就資優生學校適應問題與支持系統之建構，為達到研究目的，研究者在調查研究部分，先以38位低成就資優生、34位家長、34位任課教師與36位學校行政人員為研究對象，進行問卷調查及量化資料的統計分析；其次，在深度訪談部分，涵括9位低成就資優生、10位家長、13位任課教師與8位學校行政人員，並以其質化資料進行內容分析。最後，研究者以前項調查分析結果為依據，於喜樂高中執行初擬的低成就資優生學校支持系統，並做相關的成效評估。
本研究經整理歸納，研究結果如下：
壹、 國中低成就資優生學校適應問題多元
一、學習適應問題如習慣死記硬背、缺乏徹底了解，考試常常臨時抱佛腳、很少提前準備，學習態度消極、經常很被動等，凸顯低成就資優生的學習癥結所在。
二、情緒適應問題如敏感易怒、專注力無法持久、容易感受到敵意、有明顯的心理困擾焦慮、緊張、沮喪、疏離等，反應低成就資優生的情緒困擾。
三、課程適應問題如著重於自己的優勢科目、覺得校內課程缺乏挑戰性、曾因遭受挫折不願意再努力以赴、遇到困難很容易放棄等，顯示低成就資優生的課業瓶頸。
四、社會行為適應問題如缺乏生涯規劃能力、主觀性強、常有叛逆行為、自我概念模糊、比較欠缺努力目標、人際關係欠佳等，說明低成就資優生的心理負擔。
貳、國中低成就資優生的學校支持系統供需情形欠佳
　一、就學校行政支持系統的供需情形，低成就資優生、家長、任課教師與行政人員，在問卷調查「需求程度」、「提供情形」與「提供程度」的看法有顯著差異。在深度訪談部分，強調提升學習動機、鼓勵教師創新教學、提供心理輔導與諮商、安排彈性課程、進行專題研究與舉辦親職教育等。
二、就教師支持系統的供需情形，低成就資優生、家長、任課教師與行政人員，在問卷調查「需求程度」、「提供情形」與「提供程度」的看法有顯著差異。在深度訪談部分，著重提供創意教學與主動關懷、提供學生更大的接納度、更廣的學習空間與更佳的親師溝通等。
三、就家長支持系統的供需情形，低成就資優生、家長、任課教師與行政人員在問卷調查「需求程度」的看法有顯著差異。在深度訪談部分，呼籲家長給予低成就資優子女心理支持、多鼓勵少責難，提供家長相關的問題解決策略、發揮家長支持系統功能。
參、 在喜樂高中進行三個不同階段的行動研究，其結果顯示所建構的學校支持系統成效良好：
　一、提供多元的學習機會、安排小團體輔導活動、給予心理上與學習上的支持等，對低成就資優生有正向的影響，不僅有助於提升他們的自信心、自我概念和人際關係，也對渠等的學習動機有所激勵。
　二、提供教師心理上與學習上的支持、學生行為管理的協助、有關低成就資優的資訊與諮詢、充實教師支持系統，任課教師對支持系統的建構大多表示肯定。
　三、對行政人員的思惟有所啟發，強調要主動關懷低成就資優生及其任課教師與家長，才能提供合適且有效能的學校支持系統。
　四、辦理親職工作坊，提供有關低成就資優的資訊與諮詢、強化家長支持系統，參與的家長對支持系統的建構大多表示肯定。
　五、建構的學校支持系統，協助研究者重新思考身為學校行政人員的角色扮演與業務承擔。
　　綜合上述研究結果，對未來資優教育的發展與研究等方面提出建議。

關鍵字：低成就資優生、學校適應、支持系統

A Study of School Adjustment Problems and The Construction of Support Systems for Junior High School Students Who Are Gifted Underachievers.

Chin-Chih HU

Abstract
This study was focused on the school adjustment problems and the construction of support systems for junior high students who are gifted underachievers. Data were collected through questionnaires from 38 gifted underachievers, 34 teachers, 34 parents, and 36 school administrators and a in-depth interviews were from 9 gifted underachievers, 10 parents, 13 teachers and 8 school administrators. Based on the primary construction of support systems for the gifted underachievers from above data, the researcher chose Si-lo high school to implement an action research.
Data collecting in the action research were narrative records, observation records, interviews, dialogues, reflection diaries, feedback questionnaires, school reports, and instruction diaries. The action research consisted of the following three main components（1）a science competition ; （2） a small group guidance activity（3） parental education workshops.
Main findings were :
1.Gifted underachievers’school adjustment problems were diverse, such as lacking of learning motivation, negative interpersonal relationships, low self-confidence and self-esteem, incorrect learning methodologies, and learned helplessness.
2.Gifted underachievers’school support systems were insufficient, such as to enhancing learning motivation, providing teachers’creative teaching, giving counseling and guidance , rendering flexible curriculum, increasing acceptance, and providing parental education.
3.The constructed school support systems for the gifted underachievers could significantly improve students’ learning movtivation, self-confidence and interpersonal relationships.
4.The constructed school support systems positively enhanced the knowledge of parents, teachers and school administrators of gifted underachievers.
5.The constructed school support systems helped the researcher to rethink the position and duties as a school administrator.
Some suggestions were made to the future development of gifted education and studies.

Key words : gifted underachievers, school adjustment problems, support systems

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