新北市國民教育階段巡迴輔導實施現況與成效之探討

Status and Effects of Itinerant Services across Compulsory Education Stage in New Taipei City

蒲瑞娟(Rui-Juan Pu)

指導教授 ： 趙本強

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200311

摘要

本研究目的在調查不同背景變項的教師對新北市國民教育階段巡迴輔導實施現況及其成效的看法，探究國民教育階段教師對提升新北市巡迴輔導服務品質的看法。研究對象為100學年度之新北市國民教育階段巡迴輔導教師與接受巡迴輔導服務之普通班教師，以自編「新北市國民教育階段巡迴輔導實施現況與成效調查問卷」做為研究工具，進行問卷調查。正式問卷巡迴輔導教師發出72份，普通班教師發出144份，共發出216份，回收正式問卷共189份，回收率為87.5%，有效之正式問卷為183份，有效問卷率為96%。所得資料以描述性統計、t考驗、單因子變異數等方法進行分析。
本研究主要結果如下：
一、不同教師背景變項在巡迴輔導實施現況，整體層面皆偏向「普通」至「非常同意」的感受。
二、不同教師背景變項在巡迴輔導實施成效，除了「學生評量」偏向「成效尚可」至「成效好」之程度。的感受外，其他在「行政服務」、「教學輔導」向度則偏向「成效尚可」至「成效非常好」的感受。
三、不同教師背景變項在巡迴輔導實施現況上，不同區域之普師、不同區域數量之巡師、不同服務障別之巡師有顯著差異。
四、不同教師背景變項在巡迴輔導實施成效的符合程度上，不同專業背景的普師、不同區域之普師、不同區域數量之巡師、不同職務的巡師與普師、不同服務障別之巡師有顯著差異。
五、巡迴輔導實施需求與提升服務品質建議：教師在「行政服務」認為最重要的建議與需求前三項為：減少服務個案量與服務範圍避免分散、增加巡迴輔導教師人力、加強學校行政方面對巡迴輔導的支持度。在「教學輔導」認為最重要的前三項為：避免頻繁更換巡迴教師、避免服務對象跨不同階段別、加強巡迴輔導教師的專業能力。在「學生評量」認為最重要的前三項為：避免服務個案過多以確實執行學生評量、加強普通班教師多元評量的概念、加強學校對學生多元評量之支持度。
最後，研究者根據研究結果提出若干建議。

關鍵字

國民教育階段 ； 巡迴輔導 ； 融合教育 ； 特殊教育

並列摘要

The primary purpose of this study was to investigate both status and effects those background variables of teachers thought itinerant services across compulsory education stage in New Taipei City. To explore the view point of compulsory education teachers to improve the quality of counseling itinerant services in the New Taipei City . The research object for 100 session Itinerant Services across compulsory education stage in New Taipei City, “itinerant teachers” and “regular teachers” to accept the itinerant services. Using self- edited questionnaire of status and effects of itinerant services across compulsory education stage in New Taipei City” as a research tool, I did the questionnaire survey. Among the 216 copies of questionnaire sent out to target individuals, 189 were received, accounting 87.5%, of which 96% in effect. Then the data was examined through SPSS 19.0 using methods of descriptive and inferential statistics, t-test and one-way ANOVA. The results of present study were as follows：
1 The teachers with different backgrounds feel acceptable to agreeable on the whole dimensions on itinerant services.
2 The teachers with different backgrounds considered “acceptable” in the dimensions of “students’ assessments ”.Besides, they considered “acceptable” to “positive effect” in the dimensions of “administrative service” and “guidance and assistance”.
3 There were significant differences in practice status on itinerant service among the regular teachers in various schools’ locations, the itinerant teachers across different areas, and the itinerant teachers with services in different categories of children of disabilities.
4 There were significant differences in practice effect on itinerant service among the teachers with different professional qualifications, the regular teachers in various schools’ locations, the itinerant teachers across different areas, the teachers with different official duties, and the itinerant teachers with services in different categories of children of disabilities.
5 The needs for Itinerant service and the suggestion about promoting the quality of service were included: (1) The first three ranking things that teachers thought the most important in the “support of the administration” are reducing the amount of service cases and avoiding from dispersing the service areas, add manpower for the itinerant service, and strengthen the support of itinerant service form the administration of school. (2) The first three ranking things that teachers thought the most important in the “teachers’ guidance” are to avoid from usually changing the itinerant teachers, to avoid from counseling the cases across the different education stages, and to reinforce the professional capability of itinerant teachers. (3) The first three ranking things that teachers thought the most important in the “students’ assessments” are to avoid from serving too many cases and to indeed carry out the Student’s assessments, to promote the regular teachers’ competence of multiple assessments, and to strengthen the support for students’ multiple assessments from the administration of school.
Based on the results of the research, I, the researcher offer some suggestion about the Status and Effect of Itinerant Service.

並列關鍵字

compulsory education stage ； inclusive education ； itinerant services ； special education

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