臺灣當代特殊教育博、碩士論文主題的發展趨勢

本文探討臺灣特殊教育(1987-2009)的2210篇博、碩士論文主題，排除重複篇名、雙重特殊生、系統錯誤三項13篇，歸納為身心障礙教育1861篇，資賦優異教育336篇。將身心障礙教育論文主題分為五個層次，以五大類型、十一中類型、十八小類型、五十六個項目和十八個小項目為基準，分別予以歸類。而336篇資賦優異教育論文主題方面，則分為四個層次，以五大類型、十中類型、六小類型、二十二個項目為基準。歸納上述二個分類系統，得出近23年臺灣特殊教育論文主題的整體趨勢為：一、研究範圍跨地區化；二、理論缺乏本土化；三、教師教學和學生生活E化；四、研究對象多元族群化；五、教學策略延展化；六、偏重實證研究取向。鑑往知來，以資國內特殊教育學術研究參考。

關鍵字

特殊教育；博碩士論文；身心障礙教育；資賦優異教育

並列摘要

The purpose of this research was to explore 2210 special education theses/dissertations of Taiwanese 13 graduate schools of special education over the past 23 years. Owing to duplicated these/dissertations, twice exceptional theses/dissertations, and system errors, there were 1861 these/dissertations in special needs education, and 336 in gifted and talented education. Topics on these/dissertations were all classified using a same categorical system consisting of 4 levels. The system of special needs education included 5 large subgroups, 11 middle subgroups, 18 small subgroups, 56 minimal subgroups and 18 categorical items. In addition, the system of gifted and talented education also included 5 large subgroups, 10 middle subgroups, 6 small subgroups, and 22 minimal subgroups. Compared the trends of special needs education to gifted and talented education, the researcher found six mutual tendencies as follows: (1) crossregional studies; (2) lacking localization-based theories; (3) e-learning affecting the way teachers teach students with special needs, and the lifestyles of students with special needs; (4) subjects becoming multicultural/diverse; (5) applying strategies of special education to all students; (6) overemphasis on empirical studies. The above-mentioned trends could be referable indicators for the researchers and those who make efforts in the field.