台北縣國中普通班教師教導過動症學生之教學困擾研究

The Study on Teaching Problems when teachers of general class educate the ADHD students in Taipei County

李曉薔(HSIAO-CHIANG LEE)

指導教授 ： 杞昭安

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2009年)

摘要

摘 要
本研究旨在探討台北縣國中普通班教師教導過動症學生之教學困擾。以分層隨機抽樣方式，針對任教台北縣公私立國中普通班且班上有過動症學生之教師進行問卷調查（有效問卷共175份），以瞭解台北縣國中普通班教師教導過動症學生之教學困擾以及探討不同個人背景變項與工作背景變項的教師對其教導過動症學生之教學困擾，在「課程教學」、「班級經營」、「親師溝通」等三個面向上，是否產生差異。
研究結果顯示台北縣國中普通班教師教導過動症學生之整體教學困擾稍高。在教學困擾的三個向度中，平均得分由高到低順序為「親師溝通」、「課程教學」與「班級經營」，得分越高代表教學困擾越大。
在教師的個人背景變項中，任教國中普通班且班上有過動症之教師會因為不同年齡及教學年資有顯著差異。在教師年齡方面，30歲以下與41~50歲的國中普通班教師在全量表與班級經營向度達顯著差異；在教師年資方面，教學年資在5年以下與11~15年的國中普通班教師在全量表、課程教學與班級經營向度達顯著差異。
而在教師的工作背景變項中，任教國中普通班且班上有過動症之教師則會因為是否擔任該班導師以及學校行政支持程度的不同而有顯著差異。在是否擔任該班導師方面，發現有擔任該班導師與沒有擔任該班導師在全量表以及課程教學向度中達到顯著差異；在學校行政支持程度部分，認為學校行政支持程度中等與高等的教師在全量表與親師溝通向度達到顯著差異。
本研究依據研究結果與發現，提出建議，以提供教育相關單位、普通班教師以及未來研究之參考。

關鍵字

國中普通班教師 ； 教學困擾 ； 過動症

並列摘要

The Study on Teaching Problems when teachers of general class educate the ADHD students in Taipei County
Abstract
This research was to investigate the teaching problems when teachers of general classes educated the attention deficit and hyperactivity disorder（ADHD）students in Taipei County. By hierarchical random sampling method, this research was to investigate the teachers those who had ADHD students in general classes in public & private junior high schools in Taipei County by questionnaire（Total 175 effective questionnaires）, which could help to comprehend the teaching problems of these teachers when teaching ADHD students and study if the differences of teaching problems existed at three criteria : Course teaching、Class management and Communication between parents and teacher, for the teachers those who owned different personal background and job background when taught ADHD students.
According to the result of this research, the degree of teaching problems in general classes for ADHD students in Taipei County was more serious than others. Among these 3 criteria, the sequence of average score was Communication between parents and teacher, Course teaching and then Class management that the higher the score was, the more serious the teaching problems was.
The variable, personal back-ground, might have huge difference due to age and teaching seniority for teachers of ADHD students in general classes. At teacher’ age level, there were 2 points, entire testing questions and class-operation , which were found obvious differences on 2 groups of junior high schools teachers ,under 30-year old and between 41and 50 years old in general class in junior high school. At teaching seniority level, there were 3 points, entire testing questions, course-teaching and class operation, which were found obvious differences on 2 groups, teaching seniority under 5-year and between 11 and 15 years in general class in junior high school.
The other variable, job background, might also have enormous difference if this teacher was the preceptor and the degree how the administratively support was for the teachers of ADHD students in school. At the preceptor level, there were obvious differences existed at 2 points, entire testing questions and course teaching, which was based on if the teacher had ever been the preceptor in the class of ADHD students or not. At administrant supporting level, there were obvious differences at 2 points, entire testing questions and well-communication between teacher and parents, on the teachers who considered they got high and medium level administrant support from school.
This research was to recommend the reference for Education Bureau of Taipei County, teachers in general classes, and future study based on the results and findings of this research.

並列關鍵字

Teacher in general class in Junior high school ； Teaching problems ； Attention Deficit and Hyperactivity Disorder（ADHD）

參考文獻

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