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研究生:蔡文標
研究生(外文):Tsay, Wen-Biau
論文名稱:臺灣地區國民教育階段特殊教育資源分配公平性之研究
論文名稱(外文):The Study on the Distribution and Equity of Public Special Educational Resoures in Taiwan Area
指導教授:王保進王保進引用關係
學位類別:碩士
校院名稱:國立嘉義師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
論文頁數:269
中文關鍵詞:國民教育特殊教育
相關次數:
  • 被引用被引用:22
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  為瞭解臺灣地區國民教育階段特殊教育資源分配之現況,本研究之目的旨在透過學理之探討,並參酌家學者的研究,以建立特殊教資源之可行指標,並嘗試根據所建立之指標,對國民中小學特殊教育資料分配進行實證分析,以瞭解特殊教育資源分配之現況,最後,酡研究根據實證結果分析,提出建議做為教育主管機關之參考。
  本研究旨在探討下列問題:( 一 )國民小學特殊教育資源分配之現況為何?( 二 )國了中學特殊教育資源分配之現況為何?( 三 )評估國民教育階段特殊教育資源分配公平性之可行指標為何?( 四 )國民小特殊教育資源分配是否公平?( 五 )國民中學特殊教育資源全分配是否公平?( 六 )從特殊教育資源分配之觀點,探討國民小學特殊教育機會是否符合教育機會均等之精神?( 七 )從特殊教育資源分配之觀點,探討國民中學特殊教育機會是否符合教育機會均等精神?
  本研究分理論探討與實證分析二部分。在理論探討部分,從學理與專家之研究,建立特殊教育資源可行指標,進而根據所建立之特殊資源指標進行分析。在實證分析部分,以理論探討部分所建立之可行指標,基於實際取得之資料,以臺灣地區二十三縣市官方統計資料為分析對象,進行實證分析。實證分析所使用之統計方法,除了九個公平量數外,尚包括集群分析、區別分析、單因子變異數分析及Bowker對稱性卡方考驗等方法。
  本研究主要結果如下:
  一、各縣市國民小學特殊教育資源分配現況具有不同之類型,且各縣市六年間在特殊教育資源分配呈現相當穩定之狀態。
  二、各縣市國民中學特殊教育資源分配現況具有不同之類型,且各縣市六處間在特殊教育資源分配呈現相當穩定之狀態。
  三、臺灣地區國民教育階段特殊教育資源之可行指標,包括人力、物力,財力及空間等四類型二十八個指標。此一可行指標經現有的指標加以驗放證,確實具有相當程度的效用。
  四、國民小學特殊教育資源分配確實不符合水平公平之精神,且不公平的程度因特殊教育資源指標與公平量數之不同而有所差異。
  五、國民中學特殊教育資源分配確實不符合水平公平之精神,且不公平的程主茵特殊教育資源指標與公平量數之不同而有所差異。
  六、各縣市國民小學特殊教育資源分配之現況,並不符合教育機會均等之精神。
  七、各縣市國民中學特殊教育資源分配之現況,並不符合教育機會均等之精神。
  最後根據研究結果,本研究分別就教育行政機關、各縣市政府與後續研究提出建議。
  For the purpsoe of offering a better understanding of the condition on the distribution of public special educational resources in Taiwan area. This study is to created available indicators through the discussions of the theories and the opinions of the experts, then, apply them to empircally analyze the current distribution of special educational resources to understand its equity and equality adn result in concrete suggestions for the reference of the concerned educational authorities.
  This paper is to discuss :
  1.What is the recent ciridition on distribution of special educational resources in the elementary school level ?
  2.What is the recent condition on distribution of special educational resources in the middle school level?
  3.What ate the available indicatiors for evaluating the fairness on distributon of public special educational resources?
  4.Is the distribution of special educational resources in the elementary school level fair?
  5.Is the distribution of special educational resources in the middle school level fair?
  6.Is the opportunity of s pecial education accords with the spirit of equality of educational opportunity, said, from the vies point of the distribution of special educational resoutces in the elementary school level?
  7.Is the opportunity of special education accords with the spirit of equality of educational opportunity, said, from th view point of the distribution of special educational resources in the middle school level?
  This study developed from both methods of hteory inquire and empirical analysis. In the part of theory inquire , available indicators for special educational resources were thus creatted from its theories and the studies of the experts, and then, applied to further analysis. As for the part of empirical analysis, the above avaklable indicators were used to empirically analyze the actual data - the offical statistic were used to empirically analyze the actual data-the offical statistic data of the twenty-three counties and cities in Taiwan area. The methods applied in this part, except the nine equity measurements, also included cluster cluster analysis, discriminant analysis, Bowker''s chisquare test of symmetry , and one -way ANOVA.
  The results of the research were as follows:
  1. There are many different kinds of distribution of special educational resources in the counties and cities which were quite steady over the last six years.
  2.There are many different kinds of distribution of special educational resources in the middle school level in the conuties and cities which were quite steady over the last six years.
  3.There are twenty-eight available indicators for evaluating the distrbution of public special educational resources in Taiwan area in the fields of human, material, finance and space which had been proved rather effective by having checked by the ready indicators.
  4.The distribution of special educational resources inedeed, did not accord with the spirit of horizontal equity , and the degrees of unequity differ according to different equity quantites of special educational resources in the elementay school level .
  5.The distribution of special educational resources indeed ,did not accord wiht the spirit of horizontal equity, and the degrees of unequity differ according to different equity quantities of special educational resources in the middle school level.
  6.The current circumstance of distribution of special educational resources in the elementary school wlevel in the counties and cities did nit accord with the spirit bof equality of educational opportunity .
  7.The current circumstance of distribution of special educational resoutces in the middle school level in the counties and cities did not accord with the spirit of equality of educational opportunity.
  Finally, this research will, according to the study result, raise suggestions respectlyin the fields'' of educational administrations and continued studies.
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