國民小學特教班實務社群模式之研究

A Study on a Community of Practice in a Special Education Class in Elementary School

連國強(Kuo-Chiang Lien)

指導教授 ： 高文彬

國立中正大學/教育學院/成人及繼續教育學系/碩士(2012年)

摘要

本研究以Wenger所提出的實務社群理論為基礎，針對一個本土的國小特教班實務社群，分析其中實務三要素：相互投入、聯合願景和共享智庫，以及其形成因素，以求能對實務社群理論有更深入的了解、認識和應用。本研究研究目的如下：
一、暸解國民小學特教班實務社群成員的相互投入
二、暸解國民小學特教班實務社群成員的聯合願景
三、暸解國民小學特教班實務社群成員的共享智庫
本研究採用質性研究，並以半結構式訪談的方式對國民小學特教班實務社群八名成員進行訪談，透過本研究的實施獲得以下研究結論：
一、國小特教班實務社群成員相互投入受到：特教班具有之獨特資
源、成員相類似的家庭背景和需求、特教生的特質和學習特性，以及社群中良性的互動和正面向上的氣氛等因素所影響。
二、國小特教班實務社群成員相互投入，具有：攜家帶眷式的投入、交換專業式的投入、彈性而多元的投入等不同的投入形式。
三、國小特教班實務社群聯合願景，兼顧外在、內在的發展和需求。
四、國小特教班實務社群透過尊重專業、集群結社兩者交互作用形成聯合願景。
五、「人」是國小特教班實務社群共享智庫形成的最大影響因素。

關鍵字

實務社群 ； 特教班 ； 相互投入 ； 聯合願景 ； 共享智庫

並列摘要

The research was based on the theory of communities of practice proposed by Wenger（1998）; aimed to investigate a community of practice in a special education class in the local elementary school on three practical factors: mutual engagement , joint enterprise and shared repertoire as well as their forming factors to realize and recognize Wenger’s theory further and apply it. The purposes of the research were as follows:
1. To realize what participants’ mutual engagement in the community of practice in
the special education class in elementary school is.
2. To realize what participants’ joint enterprise in the community of practice in the
special education class in elementary school is.
3. To realize what participants’ shared repertoire in the community of practice in the
special education class in elementary school is.
The research adopted qualitative method and interview eight participants of the community of practice in the special education class in elementary school by using semi-structured interview. The following were the results from the research:
1. Participants’ mutual engagement in the special education class’ communities of
practice in the elementary school are affected by factors such as special education
class’ unique resources, participants’ similar family background and needs, special
education class students’ features & learning traits , fine interaction and positive
upgrade mobility atmosphere in the community of practice .
2. Participants’ mutual engagement in the community of practice in the special
education class in elementary school include styles such as family-carry
involvement, profession- exchange involvement and flexible & various
involvement styles.
3. Participants’ joint enterprise in the special education class’ communities of practice
in the elementary school include outside and inside development and needs.
4. Participants’ shared repertoire in the special education class’ communities of
practice in the elementary school are formed by the interacting of profession
respect and outsiders exclusion.
5. “Participants” is the main factor affecting the formation of shared repertoire in the
special education class’ communities of practice in the elementary school.
Key-words：Community of Practice, special education class, mutual engagement, joint enterprise, shared repertoire

並列關鍵字

Community of Practice ； special education class ； mutual engagement ； joint enterprise ； shared repertoire

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