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中日小學啟智班美勞科教師對智能不足兒童人物畫的觀點調查研究

A Study of Different Viewpoint about Drawing a Person by Mentally Retarded Children in Art Teachers of Primary School between Taiwan and Japan

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摘要


本研究的目的在於:企圖透過中日兩國小學擔任啟智班美勞科教師對「智能不足兒童人物畫」的觀點調查,了解小學啟智班美勞科教師對「智能不足兒童人物畫」的看法狀況,以做為培育啟智班美勞科教師的參考。本研究的問卷共發出546份(台灣388,日本158),台灣回收186(47.9%),有效數為184(98.9%),日本回收92(58.2%),有效數88(95.7%)。經過因素分析的結果:日本部分沒有做因素分析的價值,台灣部分則可取出7個因素,但可解釋的共同性為51.8%,可解釋量似乎偏低,因此,只能說「有此傾向」而已。7個因素為I、智能不足兒童人物畫的意義及功能,II、智能不足兒童人物畫的評量,III、智能不足兒童人物畫的指導方法,IV、智能不足兒童人物畫的障礙,V、智能不足兒童人物畫的指導重點,VI、智能不足兒童人物畫的內容、VII、智能不足兒童人物畫的指導順序。結果顯示台灣教師所關心的為實際教學所面對的問題,而對於各種理論之間的看法採取同等重要的程度。再經過多變量變異獎分析及t考驗的結果,1.影響兩國教師看法差異的主要因素為是否修過特殊教育學分及專長是美術兩個,2.對於「尊重兒童的表現」的說法,日本教師及修過特殊教育學分的台灣教師幾乎完全贊成,只有未修過的台灣教師在大部分贊成以下,3.對於:「人物畫的各項意義及功能」,日本教師及修過特殊教育學分的台灣教師持大部分贊成,而未修過的台灣教師贊成度較低。4.在其他因素中,修過特殊教育學分的台灣教師贊成度大都在五成以上,日本教師及未修過的台灣教師則大都在五成以下,尤其在因素IV及因素VII,日本教師僅有些贊成,因素VI未修過的日本教師更低至反對的程度。因此,建議在師資培育課程中應兼顧特殊教育與美勞教育的理論與實際的知識,以能掌握兒童的需要,選擇適當的教材。

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並列摘要


The purpose of this study was want to understand different viewpoint about drawing a person by mentally retardrd children in art teachers of primary school special class, through comparison between Taiwan and Japan, then use it to modify curriculum of training art teacher for education of mentally retarded children. The questionnaire was bring out 546,388 was to Taiwan and 158 was to Japan, collected 186 (47.9%) from Taiwan and 92 (58.2%) from Japan, and the valid questionnaire was 184 (98.9%) from Taiwan and 88 (95.7%) from Japan.A result indicated the data was no value to use factor analysis in Japan, and 7 factors obtain from Taiwan, but the explanation only can to said ”that was a tendency”, becouse the cumulative communality was only 51.8%. The 7 factors were1. the meaning and function of drawing a person for mentally retarded children,2. the assessment for the picture drawing by mentally retarded children,3. the teaching method of drawing a person for mentally retarded children,4. the difficulty of drawing a perωn for mentally retarded children,5. the teaching point for mentally retarded children,6. the content of representation by mentally retarded children,7. the process of teaching mentally retarded children to drawing a person.The 7 factors indicated that interest of Taiwan teachers was in practical side than theory of education.At last, use MANOVA and T-TEST to test difference of thought about drawing a person for mentally retarded children between Taiwan and Janpan teachers. The result indicated that1. the difference was occured from teachers has been learned the unit of special education or not, and the teacher's special study was art or not.2. ”to esteem the representation of mentally retarded children” was all approvedby teachers of Japan and has been learned the unit of special education inTaiwan.3. ”the meaning and function of drawing a person for mentally retarded children” was almost all approved by the teachers of Japan and has been learned the unit of special education in Taiwan more than by teachers of weren't learn the unit of special education in Taiwan.4. in other factors, above half approval by teachers has been learned the unit of special education in Taiwan, below half approval by teachers of Japan and weren't bas been learned the unit of special education in Taiwan, in 4th and7 th factor, very few approval by teachers of Japan, and in 6th factor, notin the least approval by weren't teachers has been learned the unit of special education in Japan.

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