This study investigates the individually development as well as its significance in junior professional technical education. This study composes of mainly the literature review which provides with background information concerning this issue, and the empirical research which makes use of questionnaires and interviews to collect data. First, the questionnaire conceming ‘multi-dimensional student self-evaluation’ was piloted with a sample of 171 Form One students(2003/2004) in Luso-Chinese Professional Technical School, with the full sample of 171 questionnaires being collected in all. The findings were then being processed and analyzed using “BRIDGES (Brain-based Recommendations for Intellectual Development and Good Education-A Self-Rating System) by Dr. Cheung Kwok Cheung and Mr. Wai Fai Leong. Lastly, a small sample of cases was chosen to be put into practice for substantial proof. Implications and recommendations for action are brought forward to assist teachers, educators and course coordinators as a kind of reference. Keyword : General Curriculum、Vocational and Technical Curriculum、individually education 、BRIDGES、teaching according to talents 、crystallizing experience 、 paralyzing experience

本研究旨在探討初中職業技術課程中的適性發展，並分析其重要性；這次研究是探用文獻分析及問卷調查、訪談等方法進行研究。首先發展出「校本多元智能學生自評」的問卷修訂版，以中葡職業技術學校2003/2004學年入學的七年級(初中一年級)全體學生，共171人爲樣本，進行問卷調查，且並能全數收回171份。調查問卷於資料蒐集後，以由張國祥博士及韋輝樑先生研發的BRIDGES《Brain-based Recommendations for Intellectual Development and GoodEducation-A Self-Rating System》-「多元智能開發暨優質教育諮商自評系統」進行資料整理、分析，以及各項顯著性考驗。 最後，挑選了一小部份個案，作爲適性教育與發展實際施行的例證，提出本次研究問題的建議，及作出反思，以協助教師、課程設計者，供教育主管機關及各學校作參考之用。 關鍵字：普通文法課程、職業技術課程、適性教育、BRIDGES、因材施教、明朗化經驗、麻痺化經驗