島之呼喚－馬祖地區特殊教育教師之教學實踐
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2017
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Abstract
離島地區受到交通不便、資源不足、人力缺乏等因素，容易導致教育落後、文化不利、城鄉差距等問題。然而，從近年來政府多項計畫與政策、文獻回顧、研究者自身經驗中，研究者體認到離島地區並非僅擁有不利因子，實際上也存在著許多有利因子。
本研究之目的為了解馬祖地區特殊教育教師在教學實踐上的有利因素、不利因素與因應，進而彙整出馬祖地區特殊教育教師教學實踐之優勢。本研究採取之研究方法為質性研究的紮根理論，選取四位分別來自於不同學校的特教教師進行深度訪談，藉由教師敘述了解教學實踐之全貌，再進一步蒐集書面資料加以驗證。
結論為馬祖地區特殊教育教師在教學實踐上所能掌握的五個優勢為：一、教育主管機關及學校行政給予豐沛的協助與經費支持；二、教師擁有充足完善的專業進修機會以縮短城鄉差距；三、特教課程有效地變通與結合以克服環境弱勢；四、教師靠著團隊意識與革命情感透過跨校合作以因應人力不足；五、普通班師生對特殊學生接納性高且學校具備融合教育之理念。最後根據研究結果提出建議，作為教育行政機關、特教教師及未來研究之參考。
Due to traffic inconvenience, resource scarcity, and manpower shortage, offshore islands may have some issues, such as educational backwardness, culture deprivation, and urban-rural divide. However, based on many recent projects, policies ,literature reviews and researchers’ personal experience, not only some unfavorable factors in the offshore islands are noticed, there are actually a lot of favorable factors in the offshore islands. The purpose of this study was to investigate the favorable factors, unfavorable factors, and actions of special education teachers’ teaching practices in Matsu. Grounded Theory of qualitative research method was adopted in this study. In order to fully understand the teaching practices in Matsu, the research was conducted through in-depth interviews with four special education teachers from four different schools. On top of that, the researcher also verified the opinions by literature researches. On the basis of the results of this research, it can be concluded that there are five advantages of special education teachers’ teaching practices in Matsu: 1) education authority and schools provide full administrative and financial support; 2)teachers have sufficient professional development opportunities to shorten the gap between urban and rural areas; 3) special education courses can be efficiently acclimated and combined to overcome the environmental disadvantage; 4) Teachers have bonded relationship and cooperate crossing schools to solve manpower shortage problem; 5) General education have high acceptance of students with special needs, and schools are equipped with inclusive education concept. Last but not least, the results of research provided suggestions as reference for education administrations, special education teachers, and future research.
Due to traffic inconvenience, resource scarcity, and manpower shortage, offshore islands may have some issues, such as educational backwardness, culture deprivation, and urban-rural divide. However, based on many recent projects, policies ,literature reviews and researchers’ personal experience, not only some unfavorable factors in the offshore islands are noticed, there are actually a lot of favorable factors in the offshore islands. The purpose of this study was to investigate the favorable factors, unfavorable factors, and actions of special education teachers’ teaching practices in Matsu. Grounded Theory of qualitative research method was adopted in this study. In order to fully understand the teaching practices in Matsu, the research was conducted through in-depth interviews with four special education teachers from four different schools. On top of that, the researcher also verified the opinions by literature researches. On the basis of the results of this research, it can be concluded that there are five advantages of special education teachers’ teaching practices in Matsu: 1) education authority and schools provide full administrative and financial support; 2)teachers have sufficient professional development opportunities to shorten the gap between urban and rural areas; 3) special education courses can be efficiently acclimated and combined to overcome the environmental disadvantage; 4) Teachers have bonded relationship and cooperate crossing schools to solve manpower shortage problem; 5) General education have high acceptance of students with special needs, and schools are equipped with inclusive education concept. Last but not least, the results of research provided suggestions as reference for education administrations, special education teachers, and future research.
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馬祖地區, 特殊教育教師, 教學實踐, Matsu, special education teachers, teaching practices