本研究旨在探討臺北市立國民中學特殊教育教師教學困擾及其解決途徑,以臺北市公立國民中學或完全中學國中部自足式特教班或身心障礙資源班教學之特教教師為研究對象,藉以瞭解特教教師教學困擾及其解決途徑之研究,並提出建議。研究目的如下: 一、瞭解臺北市立國中特教教師教學困擾現況。 二、探討臺北市立國中特教教師教學困擾解決途徑之情形 三、分析臺北市立國中特教教師教學困擾之差異情形。 研究方法採問卷調查方式進行普查並輔以訪談,以教育部(2009)特殊教育通報網資料統計臺北市立國民中學(含完全中學國中部)自足式特教班或身心障礙資源班教學之正式特教教師為研究對象,特教教師人數共361人,有效回收率為84.1%。統計方法使用描述性統計、獨立樣本t檢定及單因子變異數分析等統計方法進行考驗。 研究結論如下: 一、臺北市立國中特教教師有中低程度的教學困擾。 二、臺北市立國中特教教師的教學困擾程度高低,依序是課程教學、 支援系統、班級經營、評量方式、專業知能。 三、臺北市立國中特教教師的教學困擾程度與特教任教年資及特教專 業背景有顯著差異;與性別、擔任職務、任教班級類型則無顯著 差異。 四、臺北市立國中特教教師面對教學困擾,最常採用的解決途徑是求 助有類似經驗的人或團體,主要求助對象為同事或資深教師,最 少採用的是順其自然。 最後依據研究結果對特殊教育主管機關、學校行政單位、國中特教教師及未來研究提出建議。
The purpose of the study was to investigate instructional problems and solutions of special education teachers at Municipal Junior High Schools in Taipei City The main objectives of this study were: 1.To investigate the instructional problems of special eduction teachers at municipal junior high schools in Taipei City. 2.To investigate the instructional problems and solutions of special eduction teachers at municipal junior high schools in Taipei City. 3.To analyze the differences of instructional problems among special eduction teachers at municipal junior high schools in Taipei City with different background factor. This research involved collecting data from the self-made questionnaires answered by 361 special education teachers with an 84.1% effective rate. Those teachers belong to self-sufficient type special education class and the resource of mental retarded education enlisted in the Special Eduction Transmit Net of the Ministry of Education. Data collected from the self-made questionnaires then were statistically analyzed through ways of descriptive statistics, t-test and one-way ANOVA product-moment correlation. The main findings were as following: 1.The bothering of instructional problems of the subjects was on a medium & low level of special eduction teachers at municipal junior high schools in Taipei City. 2.The factors affecting the bothering of the level of instructional problems, from high to low of special eduction teachers at municipal junior high schools in Taipei City, were curriculum teaching, supporting system, classroom management, assessment and professional knowledge. 3.Significance was found in seniority in special education and professional background but significance was not found in gender, post and the types of classes they served of special eduction teachers at municipal junior high schools in Taipei City. 4.Faced with instructional problems, teachers tend to ask for help from persons or groups with the same experiences ─ most are teachers with the same school or experienced teachers, and the least frequently taken was allowing nature to take its course. Finally, advice for special education teachers and the management in junior high schools, for the education authority and those interested in further study according to the result of this study.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。