頁籤選單縮合
題 名 | 身心障礙教育課程研發單位設立模式規劃研究=Organization and Operation Models of Curriculum Development Institute for the Disabled in Taiwan, R.O.C. |
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作 者 | 林寶貴; 盧台華; 萬明美; 陸莉; 吳純純; 胡梅; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 16 1998.06[民87.06] |
頁 次 | 頁39-64 |
分類號 | 529.68 |
關鍵詞 | 身心障礙教育課程; 課程研究發展單位; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之主要目的在於蒐集並彙整各方之意見,以作為「身心障礙教育課程研發 單位」設立架構之參考;其中包括此單位之組織結構、運作系統、工作內容、功能和職責等 。 經文獻探討、問卷調查 765 位學者專家、第一線的各類特教教師、教育行政人員與社會 福利工作人員,並舉辦五場分區座談會與一場綜合座談會,蒐集特殊教育學者專家、教育行 政人員、特教教師代表等各方面對課程研究發展單位成立之意見;本研究主要發現為: 1.大多數的意見贊成「身心障礙教育課程研發單位」設立性質應為常設機構。 2.該單位之設立方式宜設在教育部所屬單位,但為獨立機構,或以「財團法人」之方式成 立之半官方機構。 3.該單位是否應依特教類別、障礙程度、特教階段予以劃分,需視研發的內容與需要再加 以組合。大體上同意該單位採不分類別、程度、及階段方式設置,再俟需要採任務編組方式 實施各類、各階段與程度之課程的研發。 4.該單位的經常費應由教育部列入年度預算,至於有關課程研發、實驗等之經費則可以專 案方式補助。 5.該單位的成員,應包括學科、課程及特教專家學者、普通教師、特教相關專業人員媒體 製作專家;社會人士(如家長、殘障團體代表、民意代表、社工人員等)與行政人員。 6.有關該單位的功能應含研究、發展、實驗、評鑑四項功能。而對設立組別之意見,則宜 以統整其功能方式,簡化為研發、資料及業務三組;至於推廣服務則宜由下游單位負責。 7.對該單位設立成員人數之意見雖不一,但皆以精簡人員為考量。除任務編組外,專任主 任、秘書與組長的配置似為大家之共識,研究員則依各組之需要,以專任或約聘方式各置 2 ∼ 3 名。 至於業務組則需置專任組員 4 ∼ 5 人,由具公務員任用資格者擔任,以分掌人 事、會計、庶務、出納、文書等經常性業務。 8.有關該單位研發課程「工作項目」之意見,則視功能訂定後再調整。大致應含編製課程 標準、課程綱要、編製教材、教師手冊(或教學指引)、教學評量工具、教具(含教學媒體 )、輔具等項目。 根據研究結果,將身心障礙教育課程研發單位的名稱、位階、運作方式與流程等,加以統整 ,分別以教育部下設之獨立單位與財團法人設立之方式,研擬出二種建構模式,以為教育部 設置該單位之參考。 |
英文摘要 | The purpose of this study was to set up accessible and accountable operation models of a national level curriculum development institute. Literature reviews, a questionnaire survey from 765 special education experts, teachers, administrators and social workers, five area seminars with about 200 participants around all Taiwan, and 1 final discussion with 40 various field experts were administered to gather the data. Data were analyzed by both quantitative and qualitative methods. Major Findings were: (1) most of the data indicated routine- and regular-based operation institute was welcomed; (2) the institute should be either run independently but affiliated with the Ministry of Education or run semi-officially by a private non-profit organization; (3) most of the opinions agreed that non-categorical as well as without learning level and school stage divided organization was acceptable; (4) categories, levels, and stages could be considered and divided in various mission-oriented temporary curriculum development teams when needed; (5) yearly and regular budget of the curriculum development institute should be included in the year budget of the Ministry of Education; (6) as to the fund of the specific curriculum development and experiment projects could be provided by research grants; (7) the organizing committees of the institute might consist of subject, curriculum, and special education experts, regular education teachers, educational administrators, media experts, professionals related to special education i.e., speech pathologists and occupational therapists, and societal representatives i.e., parents, welfare organization representatives, legislators, social workers; (8) the functions of the institute should cover research, development, experiment and evaluation; the institute could be divided into research, resource, and administration sections; (9) the members of the institute should at least include a chairperson, a secretary, and three section heads; (10) two to three researchers each in research and resource sections and four to five full time workers in administration section might be needed to run the routine businesses; (11) the actual missions of the institute should be adjusted in correspondence with its functions. Basically, it should include editing and making curriculum criteria and outlines, teaching materials, teacher manuals, assessment tools, teaching instruments, and teaching aids Suggestions were made for future development of the institute. |
本系統中英文摘要資訊取自各篇刊載內容。