十二年國民基本教育課程綱要試行現況之研究－以國小身心障礙課程前導學校教師為對象

本研究旨在探討十二年國教國小階段身心障礙課程前導學校教師試行十二年國教課綱之現況與相關問題並提出建議。透過焦點團體訪談法結合自編之「國小前導教師對十二年國民基本教育課程綱要之調查問卷」進行研究，以國小階段身心障礙課程前導學校教師為母群體，採分層立意取樣選取樣本。本研究共進行6場焦點團體訪談，參與教師合計18名，有效問卷回收76份。對研究所得之質性資料進行編碼與分析，問卷則採描述性統計、次數分配、算數平均數、標準差、百分比分析、t檢定、單因子變異數分析、雪費法（Scheffe’s Method）進行事後比較。依據研究質性及量化結果，綜合歸納結論如下：一、十二年國教國小身心障礙課程前導學校實施現況與相關問題中，「基本知能」層面教師瞭解基本之課綱，但須更具體指導。「課程實務」層面課綱能幫助教師設計課程，且更彈性與鬆綁，但教學現場仍須更多具體範例。「行政配合」層面平均得分最高，學校各組織成員較過去健全、參與度提升，但須加強普通教師與行政人員的特教知能。「專業進修」層面平均得分最低，專業社群的成效最佳，公開觀課、議課則較為缺乏，且教師仍須實務相關及課程調整之研習。二、在不同背景變項方面，「基本知能」受任教地區之影響，中區得分最高、南區得分最低；「行政配合」受兼任行政職務影響，有兼任行政職務者高於無兼任行政職務；「專業進修」受特教服務年資影響，以年資5年以下最高，6-10年最低。三、國小身心障礙課程前導學校教師對專業社群與精進研習、普師與特師合作、相關示例與示範教學以及校長執掌工作與角色等方面皆提出具體可行之建議。最後依據本研究結論，對教育實務以及未來研究提出相關建議。

關鍵字

國小特殊教育教師；十二年國教身心障礙課程課綱；前導學校

並列摘要

The study aims to understand the current situations and problems of the 12-year education curriculum guide. Focus group interviews and document analysis were used to gather supplement for this study.The population of interest is 12-year education curriculum guide pilot school teachers, using a purposive sampling method. 6 of focus group interviews with 18 teachers and 76 questionnaires were collected. Qualitative data were coded and analyzed, questionnaire data were analyzed including descriptive statistics, t-test, one-way ANOVA, and Scheffe’s Method. The findings of the study are as the following: 1. The current situations and problems of the 12-year education curriculum guide are as following (1) Teachers at the“ Fundamental knowledge” understand the basic curriculum but needed more specific guidance. (2) The “curriculum practice” shows that curriculum can help teachers design courses and was more flexible and loose, but more specific examples were needed at the teaching site. (3) The “administrative coordination” has the highest average score. The members of the school's organizations were better than the past, and their participation were enhanced. However, it was necessary to strengthen the special education knowledge of the general teachers and administrative staff. (4) The “professional training” had the lowest average score. The professional community had the best performance. There was still a lack of public viewing and discussion. Teachers were still required to study practical related information and curriculum adjustments. 2. Fundamental knowledge can be affected by the teaching area, the highest score was the central area and the lowest score wasthe southern area; Administrative cooperation was affected by concurrent administrative duties. Those who had concurrent administrative positions are higher than those who did not concurrently hold administrative positions. Professional training was affected by the special education service years. The highest score was less than 5 years, and the lowest was 6-10 years. 3. Special Education Pilot School Teachers put forward practical and feasible suggestions for professional community and intensive study, cooperation between general and special teachers, related examples and demonstration teaching, and the principal's work and role. Based on the conclusions, there some suggestions for educational Practice and researchers in the future.

並列關鍵字

Special education teachers in elementary schools ； 12-years education curriculum guide ； pilot schools

參考文獻

Kontu, E. K.(2009). Teaching methods and curriculum models used in Finland in the education of dtudents dianosed with having severe/profound intellectual disabilities. British Journal of Learning Disabilities, 38, 175-179. doi:10.1111/j.1468-3156.2009.00571.x

一、中文部分