Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110337
Title: 技術型高級中等學校學習障礙學生生涯自我決策課程實施與成效評估研究
The Practice and Effect towards Career Self-Determination Curriculum for Learning Disabilities Students in Technical Senior High Schools
Authors: 于曉平
Yu, Hsiao-Ping
詹子儀
Chan, Tzu-I
Keywords: 生涯自我決策課程
自我決策
技術型高中
學習障礙學生
Career Self-Determination Curriculum
Learning Disabilities Students
Self-Determination
Technical High School
Issue Date: 2020
Abstract: 本研究主要目的係針對技術型高中學習障礙學生在生涯歷程中所遭遇的問題及將面臨的就業議題,編擬「生涯自我決策」課程並進行教學,探討課程發展與實施歷程,以及學生在生涯之自我決策表現情形,並藉此省思教師自我的專業成長。本研究採行動研究法,以臺灣南部某技術型高中3名學習障礙學生為研究對象,進行為期十二週,共二十二節課的「生涯自我決策」課程,在實施過程中以質性與量化資料,包括課堂錄影錄音、學習單、回饋單、研究省思日誌、家長電訪紀錄及課程自我評量表之前後測驗等資料,進行蒐集並分析,茲將所獲的結論分述如下: 一、生涯自我決策課程規劃歷程: (一)依據學生能力現況及需求等相關資料,於個別化教育計畫會議中聚焦生涯自我決策的學習需求。 (二)以學生的生涯需求、自我決策理論、及十二年國民基本教育身心障礙相關之特殊需求領域課程綱要為基礎,發展技術型高中學習障礙學生生涯自我決決策課程。 (三)課程設計應依學生之障礙特性及個別差異進行編擬,執行中仍應依其表現保持最大彈性。 二、學生在生涯自我決策能力表現情形 (一)學生在「生涯自我決策」課程自我評量表之前後測驗表現皆有提昇,但個別間提昇情形有差異存在。 (二)學生在自我決策歷程中,會受家長態度、教師、角色楷模影響其決策。 三、教師教學省思與成長 (一)正視技術型高中學習障礙學生之生涯及自我決策需求。 (二)透過協同教學持續修正和執行,使課程更符合學生需求。 (三)課程性質跳脫傳統教學形式,教學者需扮演不同角色因應。 基於上述研究發現,研究者針對教學實務及未來研究提出建議。
The purpose of this study aimed at the problems during the life process and the occupation issues of learning disabilities(LD) students in technical high school, editing Career Self-Determination Curriculum(CSDC) and carry out the instruction. It investigated the development and implementation process of the curriculum. Furthermore, it explored the students’ performance on career self-determination. By means of the study result, it also reflected the teacher’s professional development. The study adapted Action Research to take 3 learning disabilities students from one technical high school in southern Taiwan as the subject. It totally took 12 weeks, 22 classes in this Career Self-Determination Curriculum. During the process, it collected qualitative and quantitative data, including in-class recording, worksheet, reflection sheet, research reflection journal, parents interview records via phone call and pre- and post-test of self-evaluation. After the data analysis, the conclusions would be categorized into the following points: A.Planning Process of CSDC (a)According to the students’ current ability and needs, it should focus on the learning needs of career planning at the Individualized Education Program (IEP) meeting. (b)Based on the students’ career needs, self-determination theory and Special Needs Field Courses in K-12 Outline, it can develop CSDC of learning disabilities students in technical high school. (c)The curriculum design should be planned in terms of the students’ disabilities features and differentiation. It also needs to keep the most flexible during the teaching process. B.The Students’ Performance on Career Self-Determination Ability (a)The result of self-evaluation has increased in Career CSDC, but it still exists individual differences. (b)Student’s self-determination would be influenced by the parents’ attitude, teacher, and role model. C.Teacher’s Reflection and Development (a)It should face up to the needs of students’ career and self-determination of learning disabilities students in technical high school. (b)It keeps revising and implementing the course to meet the students’ need through coordinative instruction. (c)The teaching style differs from the traditional class. Therefore, the instructor must play a different role to meet the requirement of the class. Based on the above findings in the study, the researcher provides the implication for teaching practice and the future study.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005091316%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110337
Other Identifiers: G0005091316
Appears in Collections:學位論文

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