一個國小特教社群之研究-以新課綱為探究主題

A Study of Elementary Special Education Community-with the Newly Revised Curriculum Guidelines of the Special Education as Explore Theme

賴春瑩(Chun-Ying Lai)

指導教授 ： 洪志成

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

特教社群研究數量稀少，以跨校或跨領域為成立趨勢，本研究之小麥國小（化名）特教社群由校內特教教師自組，且探究主題為即將全面實施之特教新課綱。本研究旨在探究此社群之成立、發展、探究主題之特色與教師參與社群之專業成長情形。為達研究目的，採用質性研究法，研究始於社群成立之初，資料蒐集時間為一年，包含兩個學期之社群運作，研究參與者共五人，透過訪談、參與觀察、相關文件、撰寫省思札記等資料蒐集與分析，獲致以下七點結論：

一、特教社群的成立與運作均呈現了成員對於身為特教教師身分的高度認同與專業承諾
二、務實與反思行動促成特教社群生命力展現與動態發展歷程
三、借力專家並擁有行政支持有助於社群運作
四、兩個探究次主題對成員分別有不同意義，共具有九點實作特色
五、成員在探究主題的實務運作上感受到三項困境
六、教學知能提升與應用是大部分成員的共同需求，所獲得的專業成長可分為四大面向
七、社群分享是專業成長的媒介，反思則是成長最主要的關鍵

最後，根據研究發現對此社群、教育行政機關、學校、欲成立特教社群之教師及未來研究提出具體建議並進行省思。

關鍵字

新課綱 ； 特教社群

並列摘要

Research on special education community are scarce, and most of them are trend to be established based on cross-school or cross teaching fields. Special education community in Wheat Elementary School (a pseudonym) is established by the school's special education teachers, and its research theme is the newly revised curriculum guidelines of the special education which will be implemented overall. It aim to explore this community feature of establishment, development, exploring themes and professional growth of the teachers participated in the community.
For research purpose, the study adopted the qualitative research method, research began from the beginning of the establishment of the community, data collecting lasted for one year, including two semesters of community operations, study participants included five people. Related data were collected from interviews, participant observation, document, reflection journals. According to the analysis, this study came to the following points:
1.Establishment and operation of the special education community revealed a highly recognition and professional commitment as a member of a special education teacher.
2.Pragmatic and reflection on action to promote special education community shows the vitality and dynamic development.
3.Leveraging the expert and has the administrative support can help a community operation.
4.Two sub-themes have different significance to members, included nine practical features.
5.Members experienced three predicaments while exploring the theme of practical operation.
6.Knowledge improvement and application of teaching is needed by the members mostly. And the professional development can be divided into four dimensions.
7.Sharing in the community is the medium for professional development, reflection is the most important key.
Finally, related suggestions based on research results are proposed for educational administration, schools, teachers who want to set up a special education community.

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