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題名 | 臺灣地區國中及高職智障學生性教育教學成效研究=Effects of Sexuality Education Programs on Junior High/Secondary School Students with Mental Retardation in Taiwan |
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作者 | 杜正治; | 書刊名 | 特殊教育研究學刊 |
卷期 | 18 2000.06[民89.06] |
頁次 | 頁15-38 |
分類號 | 529.62 |
關鍵詞 | 性教育; 性知識; 性態度; 性行為; 性騷擾; 智能障礙; 國中啟智班; 資源班; 高職特教班; Sexuality education; Sexual knowledge; Sexual attitude; Sexual behavior; Sexual harassment; Mental retardation; Secondary school; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國中與高職智障學生的性教育教學成效、比較「家庭生活╱健康教育」(簡稱「家健」)與「國╱高中性教育」(簡稱「國╱高」教育的教學效果, 以及了解背景變項對性教育教學的影響。採用實驗組與控制組前後測之實驗設計,對214名受試(國中96名,高職118名)進行為期9∼10週的實驗性教學;其中A組採用「家健」教育、B組採「國╱高」教材,C組組則不實施性教育教學,使用研究者自編的評量工具,對性知識、態度、行為及騷擾等主題進行資料的蒐集、整理及分析。結果顯示:(1)智障學生經驗施性教育教學後,,兩實驗組雖然彼此間並無差異存在,但其性知識呈現顯著的提升,分別優於控制組。(2)兩實驗組的性態度也因性教學活動而變得更為正向,且發現高職組比國中組的變化更為顯著。(3)性教育對智障青少年性行為未造成顯著的作用,即智學生並未因接受性教育而獲得激勵,表現更頻繁的兩性行為。(4)性騷擾的防範上,研究發現性教育教學對A組學生較有助益,即「家健」教材能有效地協助學習何護自己之道,以防性騷擾的發生,「國╱高」教材則否;另外,前教材亦有助於減少智障者對他人表現性騷擾行為。(5)背景變項是性教育教學成效的重要參考指標,即性教學效果與受試的性別、年齡、家庭結構、居住方式、父母婚姻狀態和教育程度,及教育安置等變項有關。比較上,「家健」較適合作為智障學生的性教育教材,相反的,「國╱高」教育較不適用於智障學生。 |
英文摘要 | Primary purposes of the study encompass (a) examining the effects of sexuality education on junior high/secondary school students with mental retardation, (b) comparing the differential effects produced by both packages of teaching materials (FLHE: Family Life/Health Education and HSSE: High School Sexuality Education), and (c) identifying (if any) the relationship between background variables and the program outcome. A total of 214 students chosed on the basis of their willingness participates in the study, of them 96 at junior high school level and the rest 118secondary. A researcher-developed instrument was employed to amass data prior to and following the 9-10weeks instruction. Major findings were as follows: (a)participants of the experimental groups (the FLHE group in particular) demonstrated a marked increase in their posttest scores of sexual knowledge, (b)changes in sexual attitudes, though observed in most of the groups, were not as salient as the of sexual knowledge; (c)frequencies of sexual behaviors were found unchanged in many groups suggesting the instruction activities did not encourage students to engage in sexual exploration with their opposite-sex peers and surprisingly in one group, they reported to be further withdrawn and more conservative; (d)participants were more informed of and better armed with knowledge of self-protection; and (e)some background variables such as gender, family style, parents marriage and education, and educational placement served as effective predictors to instruction effects. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。