頁籤選單縮合
題 名 | 中部地區國小特教教師性別平等教育實施現況及支援需求之研究=A Study on Special Education Teachers' Practice and Support Needs of Gender Equity Education Program |
---|---|
作 者 | 施敬洲; 洪榮照; | 書刊名 | 特殊教育與輔助科技學報 |
卷 期 | 4 2011.10[民100.10] |
頁 次 | 頁21-45+47-48 |
分類號 | 529.57、529.57 |
關鍵詞 | 性別平等教育; 性別平等教育實施現況; 性別平等教育支援需求; Gender equity education; The practice of gender equity education; The support needs of gender equity education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討中部地區國小特教教師性別平等教育實施現況與需求支援,分析不 同背景變項的國小特教教師對於性別平等教育在三個向度的實施現況與支援需求之差 異情形,這三個向度分別包括「課程與教學」、「教學媒材」與「行政支援與資源運用」。 本研究採用問卷調查法,以自編調查問卷為研究工具,問卷共發出300份,有效回收問 卷272,有效回收率達91%。資料分析結果顯示: 一、國小特教教師對性別平等教育實施現況良好,各因素間皆有顯著差異。其中以「教 學媒材」的實施現況最良好,其次為「課程與教學」,最後為「行政支援與資源運 用」。 二、性別平等教育實施現況在教師不同性別、特教最高學歷、學校規模沒有顯著差異, 而在目前任教班別、特教教學年資、在職進修時數、婚姻狀況、子女有無、性別平 等教育主要實施方式方面有顯著差異。 三、國小特教教師對性別平等教育支援需求偏高。其中以「行政支援與資源運用」的需 求最高,其次為「教學媒材」,最後為「課程與教學」。 四、性別平等教育支援需求在教師不同性別、在職進修時數、特教最高學歷、學校規模、 性別平等教育主要實施方式沒有顯著差異,而在目前任教班別、特教教學年資、婚 姻狀況、子女有無方面有顯著差異。 五、在「課程與教學」、「教學媒材」、「行政支援與資源運用」與在整體性別平等教育間, 現況與支援需求程度間呈現顯著差異,支援需求程度顯著高於實施現況與支援需求 程度呈現顯著差異,支援需求程度顯著高於實施現況。實施現況及支援需求程度之差異排序依序為「行政支援與資源運用」、「課程與教學」、「教學媒材」。 |
英文摘要 | This research is aimed to investigate the practice and support needs of special education teachers from primary school about gender equity education. Analysis is made on different background of special education teachers’ practice and support needs in three dimensions of gender equity education. These three dimensions include “curriculum and teaching”, “teaching media” and “administrative support and resources usage”. Questionnaires are distributed to 300 samples, and 272 are valid, which yelled a valid rate of 91%. Finds are as followed: 1. Present situation of gender equity education in elementary school is pretty good. Significant is found among all dimensions. The “teaching media” gets first place and is followed by “curriculum and teaching” and “administrative support and resources usage.” 2. No significantly difference is found on present situation in terms of “gender”, “educational background” and “school scale.” However, significant is found in “teaching class”, “teaching periods”, “marriage status” and “children.” 3. The support needs for special education teachers in gender equity education are high. The highest is “administrative support and resources usage”, which are followed by “teaching media” and “curriculum and teaching.” 4. No significantly difference is found on the support needs in terms of “gender”, “professional training hours”, “educational background”, and “school scale.” However, significant is found in “teaching class”, “teaching periods”, “marriage status” and “children.” 5. Significant differences are found between practice and support needs in terms of “curriculum and teaching”, “teaching media” and “administrative support and resources.”And the support needs are higher than practice. The orders for support needs are “administrative support and resources”, “curriculum and teaching”, and “teaching media.” |
本系統中英文摘要資訊取自各篇刊載內容。