北區國中小資優教育教師運用社區資源於教學之調查研究

Teachers’ Application of Community Resources to Gifted Education at Junior High and Elementary Schools in Northern Taiwan

李世光(Shi-Kuang Lee)

指導教授 ： 王文伶

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/cycu201200461

摘要

摘要
豐富的資源乃是資優教育不可或缺的部分，而運用社區資源於教學更是重要的議題，故本研究旨在探討北區資優教育教師運用社區資源之現況與困難。研究者採問卷調查法，針對216位台北市、新北市、桃園縣、新竹市以及新竹縣中小學資優教育教師的意見進行分析。
本研究發現，北區資優教育教師在各類資優課程中，對社區資源的運用情況為：（1）需要及使用頻率程度間具有高度正相關；（2）以「獨立研究」與「學科充實」課程，對社區資源的需要及使用頻率程度為最高；（3）在各類課程中，對社區資源的需要，大部分介於「有時」與「非常」需要；但對社區資源的運用，大部分介於「有時」與「極少」使用。教師的背景變項中發現：（1）在「學科充實」、「能力興趣分組」、「獨立研究」與「藝術欣賞」課程中，任教資優類別會顯著影響社區資源的需要和運用；（2）在「藝術主副修」課程中，職務、任教資優類別、學校所在縣市皆為影響社區資源需要和運用的顯著因素；（3）在「學科加速」課程中，服務階段與任教資優類別會顯著影響社區資源的需要和運用。
另外，本研究發現，北區資優教育教師對物力資源的需要和運用最高，各資源的需要與運用呈現正相關。教師的背景變項則發現：（1）年齡會顯著影響物力和組織資源的需要；（2）任教資優類別與服務階段會顯著影響人力、物力與組織資源的需要和運用；（3）除了財力資源，其他資源的現況有縣市地區的顯著差異。
最後，在社區資源運用的困難分析上，以來自教師本身因素所造成的困難為最高。來自教師方面的困難中，以學術性向資優教育教師的困難顯著高於藝術才能教師。來自社區方面的困難中，以男性教師的困難顯著高於女性。整體而言，於教學中運用社區資源有困難者介於63.4%至83.8%，而困難程度多介於「極少」至「偶爾」有困難。
研究者根據以上資料，更新國內資優教育教學中運用社區資源的狀況，並提出若干建議。

關鍵字

資優教育教師 ； 運用社區資源於教學 ； 社區資源

並列摘要

Abundant resources are crucial for gifted education, and using community resources is even more important for teachers in order to make appropriate curriculum modifications to meet students’ special needs. Hence, the purpose of this study was to investigate the situations concerning northern Taiwanese gifted education teachers’ practical use of community resources. Based on 216 valid questionnaires, the main results are as follows.
In this study, independent study and enrichment curriculum got the highest scores on the needs and frequency of use of community resources. In most gifted curricula, teachers’ needs for community resources were conveyed between “sometimes need it” and “need it very much” , while frequency of use was between “sometimes use it” and “rarely use it”. Also, a significantly positive correlation existed between teachers’ needs and frequency of using community resources regardless of the curricular types.
As for teachers’ background variables, the results were: (1) Teaching in different categories (academically, intellectually and artistically gifted) influenced the needs and usage for community resources in enrichment curriculum, ability grouping, independent study and appreciation of art; (2) In major and minor in art, post, category of gifted classes, locations of schools all influenced the needs and usage for community resources; and (3) Teaching in different categories and different stages (elementary and junior high schools) influenced the needs and usage for community resources in acceleration curriculum.
Moreover, there was also a significantly positive correlation between needs and frequency in using different kinds of community resources. Also, the highest level of needs and frequency was indicated in using of material resources. In teachers’ variables, the results were: (1) the difference in age influenced the needs of material and organizational resources; (2) Teaching in different categories and different stages of influenced the needs and usage of human, material and organizational resources; and (3) Except financial resources, the situations of using community resources existed location differences.
Finally, the difficulties of using community resources mostly came from the teachers themselves. Academically gifted students’ teachers faced more difficulties that came from teachers themselves than artistically gifted teachers. Male teachers have more difficulties from the communities than female teachers. Generally speaking, there were 63.4% to 83.8% teachers who expressed difficulties in using of community resources, and mostly the level of difficulty was between “sometimes” and “rarely” .
According to the data collected, the researcher updated the situations of application of community resources in gifted education, as well as proposed some suggestions.

並列關鍵字

gift education teacher ； community resource ； application of community resources to teaching

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