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  • 學位論文

融合教育下小學普通班及資源班教師運用同儕中介教學之現況

Exploring Elementary School Teachers’ Application of Peer-Mediated Instruction to Regular and Resource Room Teaching in Inclusive Education

指導教授 : 王文伶

摘要


本研究旨在探討桃園縣國民小學融合教育普通班及資源班教師運用同儕中介教學的現況與執行符合程度差異情形。本研究以問卷調查法進行研究,採用自編「國小融合教育普通班與資源班教師運同儕教學策略之調查問卷」做為調查工具,針對一百學年度桃園縣國民小學融合教育普通班與資源班教師,透過調查方式蒐集資料,總計發出正式問卷392份,回收363份,有效問卷358份。經整理有效問卷後,以次數分配、百分比統計分析、卡方考驗、單因子變異數分析、曼-惠特尼U檢定等統計方法進行分析。研究結果如下: 一、桃園縣國小教師在教學上有運用同儕中介教學的需求,且不因年齡、性別、服務年資而有所差異,但在職務方面以普通班教師的需求顯著高於資源班教師。 二、桃園縣國小教師在教學上運用同儕中介教學的頻率,不因年齡、服務年資而有所差異,其中以男性教師運用同儕中介教學頻率顯著高於女性教師;普通班教師顯著高於資源班教師。 三、融合教育教師在國語及數學教學上經常使用的同儕中介教學高低順序相同皆為「同儕小老師」最多,其次為「合作學習」,「全班性同儕教導」的人數最少;但在策略的應用上有顯著差異,資源班教師在教學上運用「同儕小老師」策略顯著高於普通班教師;而普通班教師運用「合作學習」策略高於資源班教師。 四、融合教育教師在九年一貫課程中曾經運用的同儕中介教學,研究結果發現語文及數學領域,教師傾向使用「同儕小老師」策略,而在社會、健康與體育、自然與生活科技、藝術與人文、綜合領域教學,教師傾向使用「合作學習」策略。 五、融合教育普通班與資源班教師在「同儕小老師」執行符合程度上有顯著差異,普通班教師在「同儕小老師」策略的執行符合程度顯著高於資源班教師;而運用「合作學習」與「全班性同儕教導」策略則無顯著差異。 六、融合教育普通班與資源班教師在教學上運用「合作學習」策略所遭遇的問題因素最主要為「教學上有課程進度壓力」、「學生合作技巧不成熟」;而普通班教師在「教學上有課程進度壓力」、「合作學習小組內工作分配不均」、「教室空間太小」等問題因素上顯著高於資源班教師。 七、融合教育普通班與資源班教師在教學上運用「同儕小老師」策略所遭遇的問題因素最主要為「同儕小老師協助教學會不耐煩」;而普通班教師在「教學情境較為受限,無法推展至全班」問題因素上顯著高於資源班教師。 八、融合教育普通班與資源班教師在教學上運用「全班性同儕教導」策略所遭遇的問題因素最主要為「教學上有課程進度壓力」;而普通班教師在「教導學生熟悉流程費時」、「學生需定期重新分組程序繁複」問題因素上顯著高於資源班教師。 本研究依據上述研究結果進行討論,並提出相關建議以及後續研究之參考。

並列摘要


The present study explores elementary school teachers’ application of Peer-Mediated Instructions in inclusive education. Specifically, the author examines whether regular and resource room teachers are different in the practical use of Peer-Mediated Instruction. A total of 358 teachers participate in the study. The main results are as follows. 1. Elementary school teachers do need Peer-Mediated Instruction while teaching, regardless of their ages, gender, seniority. But there is significant difference on job function. 2.The frequency of the use of Peer-Mediated Instruction among elementary school teachers is common. However, male teachers tend to use instructions more often than female teachers. And regular room teachers tend to use instructions more often than resource room teachers. 3. For regular room and resource room teachers,the Peer-Mediated Instruction used most is ‘‘Peer Tutoring’’, second ‘‘Cooperative Learning’’, the last ‘‘Classwide Peer Tutoring ’’. There were no significant difference among regular and resource room teachers on using Peer-Mediated instruction’s order while teaching. But Regular teachers tend to use ‘‘Cooperative Learning’’ more than resource room teachers. Resource room teachers tend to use‘‘Peer Tutoring’’more than Regular teachers. 4. Teachers tend to use ‘‘Peer Tutoring’’on Language and Math courses on Nine-Year Integrated Curriculum, and ‘‘Cooperative Learning’’on Social studies, Health and Sport, Science and Techology, Arts and Humanities, Integrate- Activity. 5. There were significant difference among regular and resource teachers’s ability when using ‘‘Peer Tutoring’’, but no significant difference when using‘‘Cooperative Learning’’ and ‘‘Classwide Peer Tutoring ’’. 6. The major problems regular room and resource room teachers encounter while utilizing Cooperative Learning are : the pressure of achieving course goal, unmature cooperative skills. There were significant difference among regular and resource room teachers when utilizing Cooperative Learning. The problem of the pressure of achieving course progress, inappropriate portion of assigments given to cooperative team students, limited classroom space for regular room teachers are more significant. 7. The major problems regular room and resource room teachers encounter while utilizing Peer Tutoring is the tutor’s lack of patience. There were significant difference among regular and resource room teachers when utilizing Peer Tutoring. The problem of limited teaching environment for regular room teachers are more significant. 8. The major problem regular room and resource room teachers encounter while utilizing Classwide Peer Tutoring is pressure of achieving course progress. There were significant difference among regular and resource room teachers when utilizing Classwide Peer Tutoring, Time-cosuming teaching students to know the procedures of CWPT, and student grouping regularly was annoying were the two major problems for regular room teachers. The author discuss the implications of these results for the inclusive education.

參考文獻


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被引用紀錄


莊彥怡(2014)。數位社會性課程教學對改善國中高功能自閉症學生社交技巧之個案研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2014.00018

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