國小資源班與普通班教師對身障學生的教學信念與教師合作研究

A Study of Teaching Beliefs in Students with Disabilities and Cooperation among Resource Room and Regular Classroom Teachers in Elementary Schools

王明美(Ming-Mei Wang)

指導教授 ： 潘惠銘

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000455

摘要

本研究旨在探討桃園縣國小資源班與普通班教師對身心障礙學生的教學信念與教師合作之情形，並從中了解雙方教師對身心障礙學生的教學信念與合作是否有差異、教學信念與合作之相關性。
研究方法採用自編之「國民小學教師對身心障礙學生的教學信念與教師合作調查問卷」進行資料蒐集，本研究之有效樣本共323名，所得資料以描述統計、t考驗、皮爾森積差相關、多元迴歸加以處理。依據上述研究目的與方法，本研究獲得下列結果：
一、資源班教師對身心障礙學生的教學信念均趨於進步取向，也就是說，他們都能依據身心障礙學生的個別差異進行教學，而普通班教師因為取樣的關係不能確定桃園縣市班上有身心障礙學生的全體普通班教師目前的教學信念現況。就以現有的取樣結果，資源班教師進步取向又比普通班教師更明顯，即資源班教師比普通班教師在對身心障礙學生進行教學時，更有教師的自主性，與學生保持更親密的互動關係，更能以學生為中心，設計更多元的課程，更會顧及個別差異，以更彈性的方式調整課程、教學及評量。
二、資源班與普通班教師在教學信念上達顯著差異，特別是在「師生關係」、「學習與評量」層面。
三、資源班與普通班教師對身心障礙學生的合作表現良好，且資源班教師又較普通班教師更好。
四、資源班與普通班教師在教學合作上達顯著差異，特別是在「合作情形」層面。
五、資源班與普通班教師對身心障礙學生的教學信念與教師合作有顯著的正相關，雙方教師在這種正向關係中「合作態度」都大於「合作情形」，資源班教師在這個趨勢表現較為明顯。至於國小普通班教師則對教師合作的支持認知多於行動的傾向比資源班教師更加明顯。
六、資源班與普通班教師對身心障礙學生的教學信念對教師合作具有預測力，其中資源班教師以教學信念中「教師角色」層面最具有預測力；普通班教師則以教學信念中「課程與教學」層面最具有預測力。此外，「教師角色」和「學習與評量」也對雙方教師的合作有預測力。
最後，根據本研究結果提出建議，以提供師資培育機構、學校行政單位、資源班教師、普通班教師及未來研究之參考。

關鍵字

教師合作 ； 對身心障礙學生的教學信念

並列摘要

The purpose of this study was to investigate the status quo of teaching beliefs in students with disabilities and cooperation among resource room and regular classroom teachers in elementary schools in Taoyuan County.The results of the study especially want to give insights into the differences and the statistical correlation of teaching beliefs in students with disabilities and cooperation among resource room and regular classroom teachers.
The instrument used in this study was “Beliefs in Students with Disabilities and Cooperation Questionnaire for Teachers in Elementary Schools” developed by the researcher. There were 323 valid questionnaires returned, from which descriptive statistics, t-test, Pearson product-moment correlation, and stepwise multiple regression analysis were analyzed. The results indicated that:
1. The beliefs in students with disabilities of resource room teachers were positive.But because the way of sampling the relations cannot determine the actual beliefs of all regular classroom teachers who have students with disabilities in the class in Taoyuan County. And resource room teachers’ teaching beliefs in students with disabilities were more positive than the teaching beliefs of regular classroom teachers.
2. A significant difference was found in teaching belief among resource room and regular classroom teachers, especially in the areas of “teacher-student relationships” and “students’ learning and assessment.”
3. The cooperation of both resource room and regular classroom teachers were good. And resource room teachers’ cooperation were better than regular classroom teachers’.
4. A significant difference was found in cooperation among resource room and regular classroom teachers, especially in the actual cooperation.
5. Teaching beliefs in students with disabilities and cooperation among resource room and regular classroom teachers are significantly positively correlated. In this positive relationship, “cooperation attitude” are more correlated than “actual cooperation”,especially for resource room teacher. Regular classroom teachers’cooperation shows more in their attitude than in their cooperative motion.
6. Teaching beliefs in students with disabilities could significantly predict cooperation among resource room and regular classroom teachers. The “teachers’ roles” had the best predictive effect for resource room teachers, while “curriculum and instruction” had the best predictive effect for regular classroom teachers. The “teachers’ roles” and “students’ learning and assessment” also show positive predictive effect.
Based on the results of the study, recommendations are made for resource room teachers, regular classroom teachers, teacher education institutes, elementary schools and future studies.

並列關鍵字

teachers’ cooperation ； teaching beliefs in students with disabilities

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