資源班與不分類巡迴輔導班學生學習成效之比較

Comparison of Learning Effectiveness between Students in Resource Classroom and Students Placed in the Cross-categorical Itinerant Resource Classroom

蘇絲瑜(Szu-Yu Su)

指導教授 ： 趙本強

中原大學/人文與教育學院/特殊教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800352

摘要

本研究旨在瞭解資源班與不分類巡迴輔導班學生學習成效，並比較其學習成效的差異。研究對象以教育部特殊教育通報網（2017）之安置桃園市國小資源班和巡迴班的身障生為母群，樣本為60位資源班學生和60位巡迴班學生，以自編之「學習成效評量」為研究工具，將所得資料利用描述性統計、t考驗進行分析，主要結論如下：

一、安置不同特教班別的各年段身心障礙學生在國語方面之學習成效有顯著差異。
二、安置不同特教班別的低年級身心障礙學生在數學方面之學習成效無顯著差異。
三、安置不同特教班別的中年級身心障礙學生在數學方面之學習成效有顯著差異。
四、安置不同特教班別的高年級身心障礙學生在數學方面之學習成效無顯著差異。
五、資源班學生整體學習成效優於不分類巡迴輔導班學生。

　　最後根據研究結果提出建議，以提供教育行政機關、不分類巡迴輔導教師、教師教學方面與後續研究之參考。

關鍵字

不分類巡迴輔導班學生 ； 資源班學生 ； 學習成效

並列摘要

The purpose of the research was to realize the effectiveness in resource classes and non-classified itinerant tutorial student, and compare the difference. The object of study is Elementary resource classes of Taoyuan City, and disable student in non-classified itinerant tutorial classes that are placed by Special Education Transmit Net (2017) of population. The sample consists of 60 resource class students and 60 students in the non-classified itinerant tutorial class. Using the self-education “learning effectiveness evaluation” as a research tool, the data obtained are analyzed using descriptive statistics and t tests. The main results are as follows:

1. There are significant differences in the learning effectiveness of students with 　physical and mental disabilities in different periods of different special education classes.
2. There is no significant difference in the learning effectiveness of mathematics for students of lower grades who have different special education classes.
3. There are significant differences in the learning outcomes of mathematics for middle-aged and disabled students who have placed special education classes.
4. There are no significant differences in the learning outcomes of mathematics among senior and disabled students who have placed special education classes.
5.The overall learning effectiveness of resource class students is better than that of non-classified student classes.

　　Finally, based on the findings of the study, recommendations were made to provide reference for education administration agencies, non-classified tour counselors, and follow-up studies on teacher education.

並列關鍵字

non-classified itinerant tutorial students ； resource class student ； learning effectiveness.

參考文獻

一、中文文獻

王天苗（2003）。學前融合教育實施的問題和對策--以臺北市國小附幼為例。特殊教育研究學刊，25，1-25。

王建勛（2014）。班級導師對視障巡迴輔導教師服務滿意度之調查研究-以臺南市

為例（未出版之碩士論文）。國立臺南大學，台南市。

王瓊翎（2016）。原住民文化融入教學對國小特殊教育不分類巡迴輔導班學童提