國中普通班教師面對身心障礙學生教學困擾之研究-以雲林縣為例

A Study of the Difficult Situations Teachers of the Average Level Classes of Junior High Schools Are in When They Face Physically and Mentally Handicapped Students--Using Yun-lin County as an Example

陳秋伶(Chen chiu ling)

指導教授 ： 馮丹白

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2011年)

摘要

本研究旨在探討雲林縣國中普通班教師面對身心障礙學生教學困擾情形，並探討不同個人背景變項，包括性別、婚姻狀況、學歷、專業背景、任教年資、工作職務及不同環境背景變項，包括學校規模、障礙學生類別、有無參加資源班在教學困擾上有無差異情形。
採用問卷調查法，研究對象為雲林縣公立國民中學普通班，班級內有安置身心障礙學生的班級導師和任課教師，共寄出136問卷，回收有效樣本120份。問卷所調查的資料以百分比、平均數、標準差、t考驗、單因子變異數分析及事後比較回答假設問題。根據研究結果，可以歸納以下結論：
一、雲林縣國民中學普通班教師面對身心障礙學生教學困擾情形，整體而言，教學困擾程度屬於中高程度。
二、教學困擾各向度由高至低；依序為「課程教學」、「班級經營」、「家長態度」、「評量方式」。
三、國民中學普通班教師面對身心障礙學生教學困擾，會因部份個人背景變項的不同而有顯著差異存在。以婚姻狀況、專業背景、工作職務在「家長態度」方面有教學困擾有顯著差異。
四、國民中學普通班教師面對身心障礙學生教學困擾，在環境背景變項中：以學校規模在「家長態度」上有顯著差異存在。
根據研究發現與結論，研究者提出若干建議，供學校、教育當局、國中普通班教師、家長及未來進一步研究之參考。

關鍵字

身心障礙學生 ； 融合教育 ； 教學困擾

並列摘要

This study discussed the problems and difficulties that general education teachers encounter when teaching physical and psychological disabled students, taking junior high school teachers in Yunlin County as examples. Moreover, the study also explored the effect of personal variables, including sex, marriage, education, professional background and experiences, job duties, as well as environmental variables such as school size, states of disabled students, and availability of resource rooms on teaching difficulties.
Survey study was adopted as the main research method, and the samples are from the teachers of regular classes with disabled students in public junior high schools of Yunlin County. One hundred and thirty six questionnaires were sent out and effective samples retrieved were one hundred and twenty. The data was analyzed by percentages, means, standard deviations, and measured with t-test and single factor variable analysis, and the answers of hypothetical questions were compared and evaluated. The results are concluded as follows:
一、In general, teachers in regular classes are facing challenges and difficulties in teaching disabled students in junior high schools of Yunlin County. The difficulty level is medium-to-high.
二、The dimensions of teaching difficulties are as followed from high to low: curriculum and teaching, classroom management, parent’s attitude, and ways of assessment.
三、The teaching difficulties for teachers teaching disabled students of junior high schools are different with personal background variables. Factors such as marriage, professional background, and job duty yield significant differences on the dimension of parent’s attitude.
四、Regarding the teaching difficulties for teachers teaching disabled students in regular classes of junior high schools, the most significant factors of the environmental variables is the school size, it made considerable difference on the dimension of parents’ attitude.
The researches have provided many suggestions according to the research findings. It is expected to be helpful reference for schools, educational agencies, junior high school teachers, parents and future researchers.

並列關鍵字

physical and psychological disabled students ； inclusive education ； teaching difficulties

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