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題 名 | 中等學校指導教師角色及其專業教育之研究--指導活動本科系學生意見之調查分析 |
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作 者 | 鄭熙彥; | 書刊名 | 輔導學報 |
卷 期 | 1 1978.05[民67.05] |
頁 次 | 頁93-122 |
關鍵詞 | 中等學校; 本科系學生; 指導活動; 指導教師; 專業教育; |
語 文 | 中文(Chinese) |
英文摘要 | For the purpose of improving the practice and preparation of counselor in Chinese secondary school, this study surveyed the reactions of senior students of the department of guidance and the department of educational psychology to two interrelated dimensions of the function and preparation of counselor. The composition of the sample included 38 senior students of the department of guidance (18 males & 20 females), and 22 senior students of the department of educational psychology (2 males & 20 females). In March, 1978, "The Role & Preparation of Secondary School Counselor Questionnaire" was sent to each of the subjects. In order to provide a common frame of reference, the senior students were asked to respond to items corresponding to those found in the ASCA policy statement. To the items included in the instrument, the senior students were requested to respond in the following manner: (a) in terms of the needs of pupils and the needs of the school setting, do you consider the function appropriate (role expectation)? (b) Whether you consider the function appropriate or not, did your education programs prepare you to perform the particular function?" Their responses were quantified and analyzed. The major findings of the study were: 1. Most of the respondents agree that all of the 44 items are secondary school counselor's tasks that are expected to be performed. 2. The ten most important functions of the counselor, as perceived by senior students, were: helps each pupil to understand himself; helps to plan and develop the guidance program; helps each pupil to accept himself as he is; helps each pupil to develop personal decision-making competencies; coordinating the accumulation and use of meaningful information about each pupil; maintaining liaison and cooperative working relationships with other pupils personnel specialists; maintaining liaison and cooperative working relationships with agencies in the community where special services are available; interpreting information about pupils to pupils; helps each pupil to resolve special problems; provids each pupil the opportunity to relate his personal characteristics to occupational requirements through systematic group guidance programs. 3. The respondents consider that their education programs have not yet been attuned to or made responsive to the functions listed in the questionnaire. 4. Preparations listed lowest in rank were: conducts or cooperates with others in conducting local research related to pupil's needs by studying occupational trends in the community; maintaining liaison and cooperative working relationships with other pupils personnel specialists; carries out a program of public relations by participating in programs of various community groups; helps to plan the curriculum in relation to the needs of pupils; encouraging the development and/or extension of community agencies for meeting pupil needs that are not already adequately met; furnishing information regarding the counseling and guidance programs to local publishers, radio and TV stations; assists in providing placement services for pupils by coordinating his placement work with others for the most effective use of the placement services available in the school and the community; maintaining liaison and cooperative working relationships with agencies in the community where special services are available. In view of the findings of the study, the following specific suggestions are presented: 1. Encouraging the students of guidance department to participate the community activities in order to increase their competencies of commumcation. 2. Improving and maintaining liaison and cooperative working relationships with guidance personnel and institutions outside of the university or college. 3. Encouraging the students of guidance department to develop research programs in order to enhance their interest in research. 4. Increasing the abilities of the students of guidance department to coordinate the accumulation and use of meaningful information about educational and occupational opportunities and requirements. 5. Providing the enough opportunities for the students of guidance department to practice the guidance work in order to improve the effectiveness of education programs of guidance and counseling. |
本系統中英文摘要資訊取自各篇刊載內容。