A Research on the Method of Special Support Education for Students with Learning Difficulties and Giftedness in the Science Class

本研究的目的是探讨在科学上有资优但在整体学习上有学习困难的二次优异学生的特殊学习需要，并探讨其个性化学习的方法。在第一年，最初的检查表被开发出来，以检查教师对2E学生天赋的认可。在公立小学三至六年级的班级中，选择了有学习困难的学生，包括那些没有被确定为发育障碍的学生。课堂教师对“整体学习中上级行为清单”做出了回应，科学教师对“科学中上级行为清单”做出了回应。“审查所取得的结果使核对表更加详细。教师通过比较2E学生在整体学习和科学学习中的日常行为，可以使内隐的优势领域和学习方法显性化。第二年，对四年级和五年级的两名2E学生进行了随访。观察并记录科学教师每一个单元的课。每个单元都有一个规则，教师在教授单元时对2E学生进行评估。事先还向教师提供了特殊支持的提示，这为他们的教学增添了设备。此外，学生们用评估表评估自己和其他学生。通过实验教学实践，可以看到2E学生的创造活动和动机的提高。通过对一名2E级学生学习行为的分析和全班的记录，介绍了2E级学生理科单元教学模式的一个开创性实例。

The purpose of this research was to distinguish the special learning needs of "twice-exceptional" (2E) students who are gifted in science but show learning difficulties in overall learning, and to search the method for personalizing their learning. In the first year original checklists were developed to check teachers' recognition of the giftedness of 2E students. In the classes in third to sixth grades in public elementary schools, students were chosen who had learning difficulties, including those not identified as developmentally disordered. Classroom teachers responded to the "checklist of superior behaviors in overall learning," and science teachers responded to the "checklist of superior behaviors in science." Examining the results obtained made the checklists more elaborated. Implicit strong areas and method of learning could be made explicit by the teachers' comparing everyday behaviors of 2E students in overall learning with those in science. In the second year, two 2E students in fourth and fifth grades were followed up. The one unit class each by the science teacher was observed and recorded. A rubric was developed for each unit, and the teachers assessed the 2E students while teaching the unit. Tips for special support were also presented to the teachers beforehand, which added devices to their teaching. Furthermore, the students assessed themselves and other students with the assessment sheets. The heightened creative activity and motivation of the 2E students could be made visible through this experimental teaching practice. A pioneering example of the teaching model of the unit in science for 2E students was presented by the record of whole classes and by the analysis of the learning behaviors of a 2E student.