臺北市國中特教班新修訂特教課程綱要實施現況與問題之調查研究

A Study of The Current Situation and Problems of the Newly Revised Guideline of Special Education Curriculum among Special Education Classes in Junior High Schools in Taipei City

林淑箴(Shu Chen Lin)

指導教授 ： 吳清基

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2018年)

https://doi.org/10.6846/TKU.2018.00534

摘要

本研究旨在探討臺北市國中特教教師對於新修訂特教課程綱要之實施現況及遭遇問題與建議，以及不同背景的教師在實施現況及遭遇問題之差異情形。採問卷調查法，以臺北市2017學年度國民中學集中式特教班為對象，利用自編之「臺北市國中特教教師實施新修訂特教課程綱要之現況調查問卷」為研究工具蒐集資料，共發出138份，回收之有效問卷138份，問卷有效率為100％，再以描述性統計、t考驗、單因子變異數分析等方法進行統計分析，歸納出以下主要發現：
一、在實施現況方面，臺北市國中特教教師實施新修訂特殊教育課程綱
要能獲得行政的支持及配套措施，並能依規範實施課程與教學。
二、在遭遇問題方面，臺北市國中特教教師實施新修訂特殊教育課程綱
要時，在行政配套措施與支持上未遭遇很多問題，但在課程與教學
上面臨較多的問題。
三、在行政配套措施與支持、課程與教學等兩層面最主要的實施建議分
別是學生人數太多，造成教學的困難，建議應調整適當的師生比、
認知功能嚴重缺損學生的課程應以主題統整課程為佳，以習得實用
的認知能力。
四、不同性別、不同學歷、不同職務之特教教師在實施現況上有差異。
五、不同性別、不同職務的特教教師在遭遇問題上有差異。
最後依據本研究結論，對於教育行政機關、學校、特教教師以及未來研究提出實務上的相關建議。

關鍵字

新修訂特教課程綱要 ； 特教教師

並列摘要

The main purpose of this study was to explore the problems that special education teachers in junior high schools in Taipei City were met with as well as their suggestions concerning the implementation of the Newly Revised Guideline of Special Education Curriculum and how the teachers with different backgrounds may vary in terms of the situation of the implementation and the problems they confront. This thesis was conducted by means of questionnaires, the subjects being teachers from self-contained special education classes in the 2017 academic year. Self-compiled questionnaires “The Current Situation and Problems of the Newly Revised Guideline of Special Education Curriculum by Special Education Teachers in Junior High Schools in Taipei City” were employed for data collection, with 138 copies distributed. 138 copies were valid, and the returning rate was 100%. The statistics were then analyzed by employing such methods as descriptive statistics, t test and one-way ANOVA. The research findings were as follows:
1. In terms of the current situation of the implementation, special education teachers in junior high schools in Taipei City can receive administrative support and supporting measures when the Newly Revised Guideline of Special Education Curriculum was implemented. They can also put curriculum and instruction accommodations into practice.
2. In terms of the problems they were met with, special education teachers in junior high schools in Taipei City, when employing the Newly Revised Guideline of Special Education Curriculum, did not confront many problems as to the administrative support and supporting measures. However, they faced more problems in terms of curriculum and instruction.
3. Concerning the two aspects of the administrative support and supporting measures, curriculum and instruction, the following suggestions could be adopted. First, the student-teacher ratio should be properly modified because of the large number of students in a class that results in difficulties in teaching. Second, the curriculum for the students with severe cognitive impairment should be, preferably, thematic integrated curriculum for the acquisition of practical cognitive abilities.
4. Variations could be discerned in terms of the implementation depending on the sex, thet academic degree and the job positions.
5. Special education teachers may also vary in terms of the problems that they were met with, the sex and the job positions.

Based on the conclusions,there some suggestions for the educational administrative
agent, schools, special education teachers and further research.

並列關鍵字

Newly Revised Guideline of Special Education Curriculum ； Special Education Teachers

參考文獻

參 考 文 獻

一、中文部分

于曉平、張靖卿 （2010）。特殊學生課程與教學之要素的認識。載於

侯禎塘(主編)，身心障礙教材教法(頁1-21)。臺北市：五南。

王文科（2010）。課程發展與教學設計論(第八版)。臺北市：五南。