新北市國中融合班教師對自閉症學生 師生互動與教學效能之研究

A Study on Teacher-Student Interactions and Teaching Effectiveness for Autism Students of Junior High School Inclusive Classes Teachers in New Taipei City

鄭麗霞(Li-Hsia Zheng)

指導教授 ： 林淑珍

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2014年)

摘要

本研究旨在瞭解新北市國中融合班教師對自閉症學生師生互動與教學效能之現況，及探討不同背景變項之融合班教師對自閉症學生師生互動之差異情形，並進一步探究新北市國中融合班教師對自閉症學生師生互動與教學效能之差異情形。
本研究採問卷調查法，以102學年度第二學期任教新北市國中融合班教師為研究對象，共發出430份問卷，回收有效問卷共345份，有效回收率為80.2%，研究工具為自編之「新北市國中融合班教師對自閉症學生師生互動與教學效能調查問卷」，將施測後所得資料透過描述性統計、單一樣本t檢定、獨立樣本t檢定及單因子變異數分析，獲致以下研究結論：
一、新北市國中融合班教師對自閉症學生師生互動整體及各層面，以「高影響高接近」為最高，其餘依序為「高影響低接近」、「低影響高接近」、「低影響低接近」。
二、新北市國中融合班教師對自閉症學生教學效能整體及各層面，以「有效班級經營」為最高，其餘依序為「和諧師生關係」、「呈現教材內容」、「準備教學計畫」。
三、新北市國中融合班教師對自閉症學生之「師生互動」與「教學效能」整體及各層面，以「高傾向師生互動」之教學效能最高，「中傾向師生互動」之教學效能次之，「低傾向師生互動」之教學效能最低。
四、新北市國中融合班教師以「特殊教育系、所」的師生互動顯著高於「特殊教育學分」、「特殊教育3學分」與「無特教背景」之融合班教師。
五、新北市國中融合班教師以任教「國文」、「英文」科目的「師生互動」顯著高於「社會」科目教師。

關鍵字

融合班教師 ； 自閉症學生 ； 師生互動 ； 教學效能

並列摘要

The purposes of this study were to understand the present situation of teacher-student interactions and teaching effectiveness for the autism students in inclusive classes of junior high schools, discuss the differences of different variables of teachers’ teacher-student interactions in inclusive classes in junior high schools, and further explore the differences and relationships of different teacher-student interactions and teaching effectiveness for autism students of junior high school inclusive classes teachers.
The population of the questionnaire was teachers for the autism students in inclusive classes, who worked in junior high schools in New Taipei City in the second semester of academic year of 2014; along with the self-edited“Questionnaire of Teacher-Studensts’ Interactions and Teaching Effectiveness for Autism Students of Junior High Schools Inclusive Classes Teachers in New Taipei City”edited by the researcher, is based on stratified random sampling, and totally sent 430 copies of questionnaire, and 345 valid copies returned with a valid response rate of 80.2%. After carrying out the descriptive statistics, one-sample t test, independent-sample t test and One-way ANOVA, the conclusions are shown as follows :
1. Among the inclusive classes teachers’ teacher-student interactions including whole dimensions and each dimension in New Taipei City perceived an intermediate level of perception for overall and individual aspect in teacher-student interactions, “High-Influence High-proximity’s”was the optimal aspect, and the rest were “High-Influence Low-proximity”,“Low-Influence High-proximity” and “Low- Influence Low-proximity”orderly.
2. For teachers in inclusive classes in New Taipei City showed an intermediate tendency toward overall teaching effectiveness, and there were significant level of tendency, of all dimensions,“effective class management”was the optimal aspect, and the rest were “harmony teacher-student relationship”,“presenting teaching materials”and “preparing teaching plan” orderly.
3. For junior high school inclusive classes teachers in New Taipei City showed an upper intermediate tendency; the high tendency of teacher-student interactions, the teaching effectiveness was the best, the middle tendency of teacher-student interactions’, the teaching effectiveness was the second, the low tendency of teacher-student interactions, the teaching effectiveness was the last.
4. In terms of junior high schools inclusive classes teachers in New Taipei City, teachers of “special education department” had significant better perceptions of teacher-student interactions than teachers of “special education course credits”, “special education 3 course credits” and “without special background.”
5. In terms of junior high schools inclusive classes’ teachers in New Taipei City, inclusive classes teachers of “ teaching Chinese ” and “ teaching English ” subject, had significant better perceptions of teacher-student interactions than teachers of “ teaching society ” subject.

並列關鍵字

inclusive classes teachers ； autism students ； teacher-student interactions ； teaching effectiveness

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