抄録
This research conducted a literature documentation and visit investigations for South Korea, which has made significant advances in gifted education. It revealed not only distinctive education methods of gifted education in Korea, but also challenges for Japan. This involves the following: 1) Although there is no obvious eligibility criterion for gifted students, in South Korea ways to identify giftedness are contrived. For example, creativity of students is evaluated through special camps, and full-time admissions counselors are hired, 2) gifted education affiliated with universities is very unique in its contents and methods, while high schools curriculums for gifted education aim to develop individual ability such as research capability, 3) teachers responsible for gifted and education have outstanding specialist capabilities in their field, and receive special training for gifted education. However, not many university faculties are cooperating. 4) gifted education shares goals with common school education, such as humanity or creativity. It suggests that the success of gifted and talented education depends on that of common school education, and 5) early gifted education helps children realize their potential. It is essential to establish an educational system which helps students voluntarily deal with their next challenge without getting frustrated.
