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  • 學位論文

臺北市高職綜合職能科聯課活動規劃與實施之研究

A Study on the Planning and Implementation of Extracurricular Activities of the Special Education in Vocational High Schools in Taipei City

指導教授 : 張嘉育
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摘要


本研究旨在瞭解臺北市高職綜合職能科聯課活動規劃與實施情形。為達成研究目的,本研究採訪談法,受訪對象為聯課活動承辦人員、聯課活動指導老師及綜合職能科學生,共計48名。經文獻探討與資料分析後,獲得結論如下。 一、聯課活動規劃情形 (一)規劃型態:1.各校考量因素不同,可分為「獨立開班」、「與普通班社團併班」與「兼採獨立開班與併班」三種規劃型態;2.「兼採獨立開班與併班型態」被多數學校採用,且較能兼顧不同學生之需求。 (二)師資規劃:1.依社團主題,安排具此專長之師資,凡以「與普通班社團併班型態」與部分「兼採獨立開班與併班型態」屬之;2.選擇接納度高的指導老師,但師資普遍缺乏特教知能:凡以「與普通班社團併班型態」屬之;3.依據特教組配課比例安排授課老師,「獨立開班型態」與部分「兼採獨立開班與併班型態」屬之。 (三)社團主題與教學活動規劃:1.依教師專長訂定社團主題,「獨立開班型態」與部分「兼採獨立開班與併班型態」屬之;2.依學生需求而規劃社團主題,凡以「與普通班社團併班型態」與部分「兼採獨立開班與併班型態」屬之。3.課程與教學活動安排,皆由老師主導。4.依學生學習狀況,運用教學策略,「與普通班社團併班型態」屬之。 (四)規劃層面遭遇問題如下:1.凡以「獨立開班」者,課程鬆散、缺乏主題,難以兼顧所有學生需求;室外活動場地不足,課程偏向靜態;2.凡以「與普通班社團併班」者,指導老師接納程度不足;綜職班學生畏懼參與普通班陌生環境。 二、聯課活動實施情形 (一)學生滿意度:1.當學生可依己興趣、能力選擇社團時,其滿意度高於無法選社者;2.學生滿意度以「兼採獨立開班與併班型態」最佳。 (二)實施層面遭遇的問題如下:1.整體問題為「學生身心特質影響學習」; 2.各型態問題:(1)凡以「獨立開班」者,學生有學習上的困難;部分限制了學生進步的空間;(2)凡以「與普通班社團併班」者,綜職班與普通班學生互動成效不佳,且指導老師並未扮演引導互動的角色;適應不良時,常有轉社的問題。 (三)支持系統提供:1.特教組在「獨立開班型態」扮演主導角色,在「與普通班社團併班型態」則為師生間的橋樑;2.課外活動組主導規劃「與普通班社團併班型態」,在「獨立開班型態」僅提供例行行政支援。 三、聯課活動對適應技能的影響 (一)學生能接觸新的休閒活動,但對課後休閒生活幫助有限;(二)可強化功能性學科學習,尤其是「休閒教育」與「職業技能」;(三)從獲得自信心中增進學習動機;從選擇社團過程中,訓練自我指導;(四)學生參與普通班社團,可擴展社交範圍,但需老師的引導;從分組合作中,學習溝通能力;(五)可培養學生良好的就業態度,尤以獨立開班型態最重視。

並列摘要


The purposes of the research was to understand the planning and implement of extracurricular activities of the special education in vocational high school in Taipei city. The purpose is achieved through interviewing 48 people. 1.The design and formulation of Extracurricular Activities There are three types of classes that are currently adopted by different educational institutes. Method A classes are exclusive for MR students, Method B classes include both ordinary and MR students, and C classes are the combined system, offering both classes of method A and method B. It is proved that Method C is the most efficient one to achieve every student’s needs. About teacher’s arrangement, in Method B and C classes, qualified teachers with professions should be assigned. Method B classes, teachers with higher tolerant personalities and passion should be chosen first. Also, the arrangement should be based on the shift load of each individual teacher in the special education team. About themes and activities, the themes should accord to not only teacher’s specialty but students’ needs and interests. About the problems faced by interviewees, Method A classes with the specific scheme distract from its original objectives easily. They fail to satisfy every student’s needs. In Method B classes, since different teachers have various extents of acceptance and toleration, MR students tend to be afraid to attend classes with ordinary students. 2.The implement of Extracurricular Activities Concerned with students’ satisfaction, students who are able to choose EA classes according to their own preferences are more satisfied than those who don’t have choices. School adapting the combined systems is more efficient than those who adapt the other two methods individually. About the problems classes would face, students’ interpersonal problems are the major issue. Also, different methods confront different problems: In classes with Method A, students with learning difficulties limit their academic enhancements. In Method B classes, lack of interactions between ordinary and MR students is the main problems. MR students would choose to transfer to other classes. When it comes to staff and support system, special educational center plays a main role in method A classes and can be a bridge between teachers and students in method C classes. On the other hand, EA class center plans method C classes and offers only admin support to method A classes. 3.The influences of Extracurricular Activities toward adaptive capabilities What EA can bring to MR students’ leisure life is limited. EA can assist MR students’ enhancing their career skills and leisure education. Through the choosing process, MR students acquire confidence and learning motivation. MR students can learn how to develop relationships and enhance communication skills through combined classes under teachers’ guidance. Method A classes are most efficient to assist MR students develop good attitudes toward employment.

參考文獻


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被引用紀錄


鄭文喬(2011)。高中職綜合職能科餐飲教學實施現況與教師專業發展需求之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315233131

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