特殊教育學校的教學實務現況之研究

A Study of Current Teaching Practices of Special Education Schools

林翠英(Tsui-Ying Lin)

《幼兒教育年刊》 28期 (2017/10) Pp. 21-38

摘要

本研究旨在探討特殊教育學校的教學實務之現況及在不同特殊教育教師背景變項的差異情形。研究者以自編的「特殊教育學校的教學實務現況量表」為研究工具，並以特殊教育學校的特殊教育教師為研究對象，回收之有效問卷310份（回收率66%），所得資料再以描述性統計、t考驗與單因子變異數分析等進行統計分析。研究結果如下：（1）特殊教育學校的教學實務現況頗佳。（2）在子女數上，子女數2人及以上的特殊教育教師在「有效的學習環境」、「有效的教師態度」和「教學實務現況總量表」的得分顯著高於子女數1人及以下的特殊教育教師。（3）在教育程度上，碩士學位的特殊教育教師在「有效的教學策略」、「有效的學習環境」、「有效的教師態度」和「教學實務現況總量表」的得分顯著高於學士學位的特殊教育教師。（4）在服務地點上，服務地點市的特殊教育教師在「有效的教學策略」、「有效的運用教具」、「有效的教師態度」、和「教學實務現況總量表」的得分顯著高於鄉的特殊教育教師。（5）在年齡上，年齡為41歲及以上的特殊教育教師在「有效的教學策略」、「有效的學習環境」、「有效的運用教具」、「有效的教師態度」和「教學實務現況總量」的得分顯著高於30歲及以下的特殊教育教師。（6）在服務年資上，服務年資為21年及以上的特殊教育教師在「有效的教學策略」、「有效的教師態度」和「教學實務現況總量表」的得分顯著高於5年及以下的特殊教育教師；服務年資為21年及以上的特殊教育教師在「有效的教師態度」的得分也顯著高於6-10年的特殊教育教師。

關鍵字

特殊教育學校 ； 教學實務 ； 特殊教育教師

並列摘要

This study examined current teaching practices of special education schools. A questionnaire was developed in the present research. There were 310 special education teachers in this study. Data were analyzed through descriptive analysis, independent t-test, and one-way ANOVA. Results for current teaching practices of special education schools indicated as follows: (1) Teachers perceived themselves as being positive attitude toward current teaching practices. (2) Teachers with 2 or above children had significant higher scores than their counterparts with one or without child in effective learning environment, attitudes of effective teacher, and total scores of current teaching practices. (3) Teachers with master's degree had significant higher scores than their counterparts with bachelor's degree in effective teaching strategies, effective learning environment, attitudes of effective teacher, and total scores of current teaching practices. (4) Teachers whose school location was city had significant higher scores than their counterparts whose school location was country in effective teaching strategies, effective use of instructional materials, attitudes of effective teacher, and total scores of current teaching practices. (5) Teachers whose age were 41 or above had significant higher scores than their younger counterparts whose age were 30 or below in effective teaching strategies, effective learning environment, effective use of instructional materials, attitudes of effective teacher, and total scores of current teaching practices. (6) Teachers whose service years were 21 or above had significant higher scores than their counterparts whose serve years were 5 or below in effective teaching strategies, attitudes of effective teacher, and total scores of current teaching practices. However, teachers whose service years were 21 or above had significant higher scores than their counterparts whose serve years were between 6-10 in attitudes of effective teacher.

並列關鍵字

special education schools ； teaching practices ； special education teachers

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