國小啟智班兩性平等教育的實施現況與教師需求之調查研究~以台北縣市為例
No Thumbnail Available
Date
2004
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在探討國小啟智班兩性平等教育的實施現況與教師需求，分析不同背景變項的啟智班教師對於兩性平等教育在四個向度的教師需求程度之差異情形，這四個向度分別包括「課程與教材」、「教學方式」、「行政支援」與「在職進修」。本研究採用問卷調查法，以自編調查問卷為研究工具，針對台北縣市公、私立國民小學全體啟智班教師共426位為研究對象，正式問卷回收有效樣本231份。本研究之主要結論如下：
一、 台北縣市國小啟智班約六成五有實施兩性平等教育，約三成五沒有實施兩性平等教育。
二、有八成七啟智班教師認為需要修正並規劃更適合啟智班的兩性平等教育課程綱要及教材。
三、女性教師在整體及「課程與教材」、「行政支援」等方面的教師需求程度高於男性，有顯著差異。
四、在「教學方式」向度，「普通班合格教師轉任未受特教專業訓練組、其他組及特殊教育系（組）畢業組」的教師需求程度高於「特教研究所或特教四十學分班組與特殊教育學分班或學士後特教師資班組」，有顯著差異。
五、台北市地區在「在職進修」向度的教師需求高於台北縣轄市及台北縣所屬鄉鎮，有顯著差異。
The main goal of research was to explore the current status of gender equity education in elementary special classes. This research employed a questionnaire as a research instrument, targeting the subject at 426 teachers who served in the special classes of the public and private elementary schools both in Taipei City and County. Based on the retrieved effective sample of the working 231 questionnaires, the primary conclusions of this research are specified as follows: 1. 65% of the elementary special classes in Taipei City and County implement gender equity education while the rest of them do not. 2. As high as 87% of the teachers considered the course’s summaries and instructing materials for the elementary special classes needed to be modified and project further to accommodate to their needs. 3. Degree of teaching needs showed a significant difference in the aspects of the “Course and Instructing Material”, and “Administrative Support”; the requiring degree of the female teachers were much higher than that of the male teachers in whole prospect. 4. In factors of “Instruction Method”, the eligible teacher at the regular class transferred to serve in the special education group or other groups without special education training, and the teacher who graduated from Department of Special Education, his/her degree of teaching needs was higher than who graduated from the special education research institute or graduated from 40 credits of special education class, or the class of special education and post-graduated qualified teacher; it showed a significant difference. 5. Teaching needs of the “Taking the-on-job course”, in Taipei City are higher than Taipei County and its subordinate units (village or town); it showed a significant difference.
The main goal of research was to explore the current status of gender equity education in elementary special classes. This research employed a questionnaire as a research instrument, targeting the subject at 426 teachers who served in the special classes of the public and private elementary schools both in Taipei City and County. Based on the retrieved effective sample of the working 231 questionnaires, the primary conclusions of this research are specified as follows: 1. 65% of the elementary special classes in Taipei City and County implement gender equity education while the rest of them do not. 2. As high as 87% of the teachers considered the course’s summaries and instructing materials for the elementary special classes needed to be modified and project further to accommodate to their needs. 3. Degree of teaching needs showed a significant difference in the aspects of the “Course and Instructing Material”, and “Administrative Support”; the requiring degree of the female teachers were much higher than that of the male teachers in whole prospect. 4. In factors of “Instruction Method”, the eligible teacher at the regular class transferred to serve in the special education group or other groups without special education training, and the teacher who graduated from Department of Special Education, his/her degree of teaching needs was higher than who graduated from the special education research institute or graduated from 40 credits of special education class, or the class of special education and post-graduated qualified teacher; it showed a significant difference. 5. Teaching needs of the “Taking the-on-job course”, in Taipei City are higher than Taipei County and its subordinate units (village or town); it showed a significant difference.
Description
Keywords
國小啟智班, 兩性平等教育, elementary special class, gender equity education