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題名 | 啟智班學生休閒生活與休閒教育之研究=A Study of the Leisure Activities and Education of Mentally Retarded Students in the Special Classes |
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作者 | 洪榮照; | 書刊名 | 臺中師院學報 |
卷期 | 11 1997.06[民86.06] |
頁次 | 頁511-578 |
分類號 | 529.62 |
關鍵詞 | 啟智班學生; 休閒生活; 休閒教育; |
語文 | 中文(Chinese) |
中文摘要 | 本研究採文獻分析與問卷調查法,探討啟智班學生的休閒生活與休閒教育,主要 發現如下:一、啟智班學生主要從事的休閒為「看電視影片」等娛樂性休閒活動,29% 的學 生閒暇時間是「無所事事,呆坐、閒晃」;國中啟智班學生的休閒活動與國小學啟智班學生 有顯著不同。 二、啟智班學生喜歡與自己班上的學生 (或兄弟姊妺 ) 一起從事休閒活動, 不喜歡獨自一人休閒,也不喜歡和正常人一起休閒。且不因就學年段之不同而有顯著差異。 三、教師認為啟智班學生所遇到的休閒問題中,以「休閒技能不足」、「缺乏休閒場所」為 最普遍;其次是「缺乏休閒安全概念」與「無法得到適當友伴」。四、學生家長認為智障子 女在休閒活動中所面臨的最大困擾是「受到別人排斥或歧視」;其次依序是「找不到合適的 場所」、「缺乏休閒技能」、「不知如何休閒」、「容易發生危險」等,且國中小智障子女 休閒困擾並無顯著不同。五、啟智班教師在實施休閒教學上,所面臨的困難以「家長及社區 未能配合」最為嚴重;其次依序是「缺乏教學經費,活動受到限制」、及「缺乏適當場所」 、「教材編輯困難」、「學校行政配合」等問題。國中國小面臨休閒教學之問題相似,並無 顯著差異。六、在啟智課程設計上,不論國中小教師大多支持「啟智課程綱要加設休閒教育 課程」,其次「增加休閒教育份量」,「固定時間實施休閒教育」的比率也相當高,但不同 特教背景教師在啟智班是否實施休閒教育方面的看法則有顯著不同。七、在「休閒教育迫切 需要解決的問題」的看法上,國中小教師大多同意列入課程教學、編撰休閒教材、加強教師 進修、寬籌教育經費、增加休閒設備等。根據上述發現與結論,本研究提供數項建議以供參 考,包括:在學校措施上、教師教學上、相關單位等及未來進一步研究的建議。 |
英文摘要 | Using literatual review and questionnaire to explore the leisure activities and leisure education of the mentally retarded students in the special classes. The findings were as follows: 1. The major leisiual activity of mentally retarded students in the special classes "watching television." 29% of the students "do nothing," "day-dream," or" nonsensically walk" at their leisure. There were significant differences about doing leisure activities between junior high and elementary school mentally reatarded students in special classes. 2. The mentally retarded students in the special classes prefer sparing time with their own classmates or brothers and sisters to playing alone. Also, they don't like spare their leisure time with other normal students. Moreover, there were no significant differences among different ages. 3. Teachers considered the difficulties which mentally retarded students in the special classes spare their leisure time are the following: first is deficit in leisure "skills" and "places", second, "students'" little knowledge of leisure safty", and "lack of ampaions." 4. The difficulties about leisure time of the students in the special classes for the mentally retarded which their parents considered are the following: firstly," bias;" secondly, "few suitable places," "lack of leisure techniques," "not knowing how to do," and "dangerous."...etc. Moreover, there is no significan differences about the leisure difficulties betweenjunior high school and elementary students in the special classrooms for the mentally retarded. 5. The teachers who teach the special classrooms for the mentally retarded considered the difficulities about leisure teaching are the following, firstly, "the impacitient among parents and community;" secondly, "little money to limit the activities," "lack of suitable places," "difficult to edit contents," and "the service of school administration." The difficulties which junior high and elementay faces is no significant. 6. Junior high school and elementary teachers insisted which the curriculum design for mentally retarded students need to add the leisure education curriculum in the curriculum guide for the mentally retarded students, "secondly," to add the quantity of leisure education, "fixed hours to practice the leisure deucation." However, the are significant difference about the practice leisure education or not among the different background techers of the special classes for the mentally retarded. 7. The points of view of junior high and elementary school teachers which "the emergency or resoving questions": curriculum teaching, edit leisure content, improving teachers inservice education, education money, and establish more leisure apparatus. According to the above findings and conclusions, this study suggests some oppions including school applicants, teaching and relevant and the following studies. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。