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研究生:蔡文龍
論文名稱:台中縣國民小學融合教育班教師教學困擾之研究
論文名稱(外文):A study on the teaching problems encountered by the elementary schools’ inclusionary classes teachers in Taichung County.
指導教授:許天威許天威引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系在職進修專班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:220
中文關鍵詞:教學困擾融合教育班教師
外文關鍵詞:teaching problemsinclusionary classes teachers
相關次數:
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台中縣國民小學融合教育班教師教學困擾之研究
指導教授:許天威 博士
研究生:蔡文龍
摘 要
本研究旨在探討台中縣國民小學融合教育班教師教學困擾情形及其在不同個人背景變項的差異情形。以問卷調查法為主,訪談法為輔。研究對象為台中縣公立國民小學融合教育班教師,共寄出250份問卷,有效樣本232份。訪談對象依據不同特教背景、不同學校規模與不同教學融合班經驗抽取6人。問卷調查所得資料以次數分配、百分比、平均數、標準差,t-考驗及單因子變異數分析處理。根據本研究的結果,可以歸納以下結論:
一、 台中縣國民小學融合教育班教師教學困擾情形,整體而言困擾程度屬於「中」等程度,顯示目前教學工作情境仍未臻完善,應有加以改善的空間。
二、 教學困擾程度各向度由高而低的順序為:「教學專業」最高,「資源需求」居次;「態度認知」最低。
三、 台中縣國民小學融合教育班教師教學困擾程度,會因部份個人背景變項的不同,而有顯著差異存在。
(一)就特教背景而言:在「教學專業」向度中,未曾修過特教學分及修過3學分(或特教知能54小時以上)者的教學困擾程度顯著高於特教系(所)畢業者。
(二)就學校規模而言:在「資源需求」向度中,任職規模30班以下的教師其教學困擾程度顯著高於任職55班以上者。
(三)就不同任教融合班經驗而言:在「態度認知」與「資源需求」二向度,曾經教過融合班經驗的教師其教學困擾均顯著高於未曾教過融合班經驗的教師。而整體教學困擾亦達顯著差異,教學困擾程度前者高於後者。
四、依據國民小學融合班教師教學困擾期望所需支援服務項目,分析勾選「最需要」前三高分顯示如下:
(一) 就態度認知而言:1.教育人員講習;2.親職教育活動;3.校內
研討會議。
(二) 就教學專業而言:1.專業知能訓練;2.設計教學計畫;3.教學
與班級經營。
(三) 就資源需求而言:1.提供專業支援;2.提供進修研習;3.提供
教學資源。
關鍵詞:教學困擾,融合教育班教師
A study on the teaching problems encountered by the elementary schools’ inclusionary classes teachers in Taichung County.
ABSTRACT
The main purpose of this study was to explore the situations of the teaching problems encountered by the elementary school inclusionary classes teachers in Taichung County. Also, this study was to examine the degree of influence of the teacher’s teaching problems on background variables. Both questionnaire survey and interview were uses to achieve this purpose. There were 232 valid questionnaires and 6 interviewees which were selected randomly by different special education background, different school scales and teaching inclusionary classes experiences. Various statistics methods, including frequency distribution, percentage, mean, standard deviation, t-test,one-way ANOVA were employed to analyze the differences among the samples’ background variables. The results are summarized as follows:
1. The degree of teaching problems encountered by the elementary schools inclusionary classes teachers in Taichung County is middling , which indicates there are much space to improve teaching situation.
2. The degree of teaching problems ranks from high to low :teaching profession is the highest, The second is the need of resources, and the recognition of attitude is the lowest.
3. The varieties of different teachers’ backgrounds to
teaching problems encountered by the elementary schools inclusionary classes teachers in Taichung County show partly significant differences.
(1)In terms of special education background: In the dimension of teaching profession, the degree of teaching problems encountered by the teachers who never took special education credits is higher than those who majored in special education.
(2)In terms of the scale of schools:In the dimension of the need of resources, the degree of teaching problems encountered by the teachers whose classes of school are below 30 is higher than those whose classes of school are above 55.
(3)In terms of different inclusionary class teaching experience:Both the dimension of the recognition of attitude and the need of resources, the degree of teaching problems encountered by inclusionary classes teachers is higher than those who never teach inclusionary classes. The degree of teaching problems has significant difference.
4. According to the need of the elementary school inclusionary classes teachers, the top three are as follows:
(1)In terms of the recognition of attitude:
a. education program
b. parents eduction
c. seminars in school
(2)In terms of teaching profession :
a. professional training
b. instruction plan designing
c. instruction and classroom management
(3)In terms of the need of resources :
a. provide professional supports.
b. provide study opportunities.
c. provide instructional resources.
Key word:teaching problems
inclusionary classes teachers
目 錄
中文摘要---------------------------------------------I
英文摘要--------------------------------------------III
目 錄---------------------------------------------V
附表目次-------------------------------------------VIII
附圖目次--------------------------------------------XII
附錄目次-------------------------------------------XIII
第一章 緒 論-----------------------------------1
第一節 問題背景與研究動機-------------------------1
第二節 研究目的-----------------------------------7
第三節 待答問題-----------------------------------8
第四節 名詞解釋----------------------------------10
第五節 研究範圍與限制----------------------------12
第二章 文獻探討-------------------------------13
第一節 融合教育的理念與模式----------------------13
第二節 融合教育師資培養與教師特質----------------29
第三節 融合教育實施的現況------------------------42
第四節 融合教育的相關研究------------------------60
第三章 研究方法-------------------------------71
第一節 研究設計與架構----------------------------71
第二節 研究對象----------------------------------76
第三節 研究工具----------------------------------79
第四節 研究步驟----------------------------------91
第五節 資料分析與處理----------------------------95
第四章 研究結果與討論-----------------------97
第一節 台中縣國民小學融合教育班教師概況----------97
第二節 台中縣國民小學融合班教師之教學困擾程度----101
第三節 台中縣國民小學融合教育班教師不同背景變
項與教學困擾的關係------------------------110
第四節 所需支援服務調查分析----------------------136
第五節 訪談資料分析------------------------------141
第五章 結論與建議----------------------------153
第一節 研究發現----------------------------------153
第二節 結 論----------------------------------165
第三節 建 議----------------------------------171
參考文獻-------------------------------------------176
中文部分------------------------------------------176
西文部分------------------------------------------180
附 錄-------------------------------------------188
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