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系統識別號 U0002-1007200613585400
中文論文名稱 國小身心障礙類初任特教教師導入方案內涵之研究
英文論文名稱 A Study of the Induction Program for Elementary Beginning Teachers of Special Education
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士在職專班
系所名稱(英) Department of Educational Technology
學年度 94
學期 2
出版年 95
研究生中文姓名 陳慧儒
研究生英文姓名 Huei-Ru Chen
學號 792100058
學位類別 碩士
語文別 中文
口試日期 2006-06-15
論文頁數 177頁
口試委員 指導教授-高熏芳
委員-吳武典
委員-何俐安
中文關鍵字 身心障礙類特殊教育  初任特教教師  專業發展  導入方案 
英文關鍵字 special education  beginning teacher of special education  professional development  induction program 
學科別分類 學科別社會科學教育學
中文摘要 本研究之目的旨在界定國小身心障礙類初任特教教師導入方案之內涵,藉由探討國內外相關文獻,歸納出初任特教教師導入方案之內涵並形成模糊德懷術研究問卷,經由專家小組5人修正後,針對國內特教領域的專家發出23份問卷,回收有效問卷20份,回收率為87%;隨後利用模糊德懷術獲取的總評分值進行國小身心障礙類初任特教教師導入方案內涵重要程度之排序,以作為相關單位擘畫初任特教教師導入方案之參考。

本研究結果如下:
ㄧ、國小身心障礙類初任特教教師導入方案之內涵應包含「心理」、「資源」、「班級經營」、「教學設計與實施」、「專業成長」及「夥伴關係」6個面向,其重要程度依序為「班級經營」、「教學設計與實施」、「夥伴關係」、「專業成長」、「心理」與「資源」。
二、國小身心障礙類初任特教教師導入方案之內涵面向中包含53個項目,重要程度最高的8個項目依序為「執行IEP的知能」、「評估學生能力現況和需求的知能」、「處理學生問題行為的知能」、「編製合適教材教具的知能」、「運用合宜教學方法的知能」、「實施學生個案輔導的知能」、「編擬IEP的知能」及「激發學生學習動機的知能」,皆歸屬於「教學設計與實施」及「班級經營」兩個面向,此與六個內涵面向的排序結果一致。

根據研究結果,提出以下幾點建議:
ㄧ、對教育實務之建議
(一)應關注初任特教教師的專業成長。
(二)應制定正式的特教教師專業標準以引導教師生涯專業發展。
(三)對國內初任特教教師導入方案發展與實施之建議:
1. 組織初任特教教師導入方案發展與執行團隊。
2. 進行初步需求評估。
3. 確認可利用的資源。
4. 發展書面計畫。
5. 方案實施。
6. 方案評鑑與修正。
二、對未來研究之建議
(一)研究對象方面
擴大研究對象至初任特教教師、經驗特教教師、學校行政人員、各縣市特教行政人員、專業團隊及家長等利害關係人,從不同層面進行資料蒐集及大量問卷調查分析。
(二)研究工具方面
增加「專家座談」之方式,廣泛蒐集專家之深入意見,以使研究內容能更臻完善且符合初任特教教師之實際需求。
(三)研究內容方面
可依初任特教教師任教之班級類型,發展更符合初任特教教師實際教學需求之導入方案內涵。
(四)研究過程方面
未來若擴大研究對象的範圍,可進一步分析比較不同對象之差異觀點,以作為相關單位建構國小身心障礙類初任特教教師導入方案之總體考量。
英文摘要 The purpose of this study is to identify the content of induction program for elementary beginning teachers of special education. Literature analysis was first used to synthesize and develop related preliminary questionnaire before the formal survey. Then, the Fuzzy Delphi method was conducted to collect the consensus opinions of a group of experts.

The conclusions of the research were summarized as follow:
1.The essential content of the induction program for elementary beginning teachers of special education includes “psychological supports”, “resources”, “classroom management”, “instructional design and practice”, “professional development”, and “partnership”. The priorities of these six dimensions start with “classroom management”, “instructional design and practice”, “partnership”, “professional development”, “psychological supports” and “resources”.
2.The essential content of the induction program for elementary beginning teachers of special education is comprised with fifty-three items. Based on the degree of importance of these items, “carry out the IEPs”, “assess students’ timely ability and need”, “deal with the problematic behaviors of student”, “design the suitable teaching materials”, “apply the appropriate instructional methods”, “apply guidance competency”, “design the IEPs”, and “promote the learning motivation of students” should be the major focus. These eight items all belong to “instructional design and practice” and “classroom management” dimensions.

Suggestions for the educational practice and future research were summarized as follows:
1.For the educational practice
(1)It is need to pay close attention to the professional development of beginning special education teachers.
(2)The professional standards of special education teacher should be established.
(3)The development and practice of the induction program for elementary beginning teachers of special education should include following six stages: “organization of induction program development team”, “identification of available resources”, “preliminary needs assessment”, “development of written plan”, “program implementation”, and “program evaluation and revision”.

2.For the future study
(1)To expand the scope of research subjects to all relevant stakeholders.
(2)To conduct “expert panel discussion” in order to collect comprehensive experts suggestions extensively.
(3)To develop the contents of the induction program according to the kinds of special education classes.
(4)To further analyze the differences of the suggestions among different kind of stakeholders.
論文目次 目 次

第一章 緒論…………………………………………………………1
第一節 研究背景與動機………………………………1
第二節 研究目的與待答問題…………………………5
第三節 研究範圍與限制………………………………6
第四節 名詞釋義………………………………………8
第二章 文獻探討……………………………………………………11
第一節 初任特教教師之境況…………………………12
第二節 初任特教教師之專業內涵……………………32
第三節 初任特教教師導入方案之建構………………52
第三章 研究設計與實施…………………………………………103
第一節 研究架構………………………………………103
第二節 研究方法………………………………………104
第三節 研究對象………………………………………115
第四節 研究工具………………………………………117
第五節 研究流程與實施………………………………123
第六節 資料處理與分析………………………………127
第四章 研究結果與討論…………………………………………129
第一節 國小身心障礙類初任特教教師導入方案之內涵
面向重要性分析…129
第二節 國小身心障礙類初任特教教師導入方案之內涵
項目重要性分析…132
第五章 結論與建議………………………………………………141
第一節 研究結論………………………………………141
第二節 研究建議………………………………………148
參考文獻………………………………………………………………155
中文文獻…………………………………………………155
英文文獻…………………………………………………157
附錄…………………………………………………………………165
附錄一 專家小組……………………………………165
附錄二 專家群………………………………………166
附錄三 研究參與意願調查表………………………168
附錄四 正式問卷……………………………………169
附錄五 國小初任特教教師導入方案專家群意見
彙整表…177

表 次

表2-1-1 初任教師需求比較表……………………………………22
表2-1-2 初任特教教師的困難和需求……………………………24
表2-1-3 初任特教教師的發展階段………………………………31
表2-2-1 美國特教教師專業標準之比較…………………………39
表2-2-2 國內特教教師專業知能相關研究之比較………………44
表2-2-3 初任特教教師導入方案之內涵面向與項目……………46
表2-3-1 導入方案的目的…………………………………………57
表2-3-2 導入團隊支持活動進程規劃……………………………75
表2-3-3 北卡羅來納啟導教師標準………………………………84
表2-3-4 啟導方案的實施階段……………………………………89
表2-3-5 加州州立大學福樂頓校區特教導入方案標準和單元…93
表2-3-6 英國威爾斯導入方案評鑑標準…………………………99
表3-2-1 明確集合與模糊集合之比較……………………………105
表3-2-2 M1和M2左右邊界值及總值表……………………………112
表3-4-1 身心障礙類初任特教教師導入方案之研究問卷內容
修正表…119
表4-1-1 6個內涵面項總評分值分析…………………………… 130
表4-2-1 心理方面之內涵項目總評分值分析……………………133
表4-2-2 資源方面之內涵項目總評分值分析……………………135
表4-2-3 班級經營方面之內涵項目總評分值分析………………136
表4-2-4 教學設計與實施方面之內涵項目總評分值分析………138
表4-2-5 專業成長方面之內涵項目總評分值分析………………139
表4-2-6 夥伴關係方面之內涵項目總評分值分析………………140
表5-1-1 各面向項目之重要性排序………………………………142
表5-1-2 整體內涵項目之重要程度排序…………………………145

圖 次

圖2-1-1 初任特教教師導入方案的設計考量……………………11
圖2-1-2 初任教師第一年任教心理軌跡圖………………………26
圖2-3-1 導入方案發展模式………………………………………61
圖2-3-2 導入方案建構和實施流程圖……………………………69
圖2-3-3 導入方案評鑑流程圖……………………………………95
圖2-3-4 導入方案需求評估參與人員……………………………95
圖3-1-1 研究架構圖………………………………………………103
圖3-2-1 三角模糊數………………………………………………107
圖3-2-2 三角模糊數明確值求法示意圖…………………………109
圖3-2-3 M1和M2隸屬函數圖………………………………………111
圖3-5-1 研究流程圖………………………………………………125
圖4-1-1 導入方案內涵面向總評分值長條圖……………………130
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