高級職業學校綜合職能科職場實習現況之研究

dc.contributor馮丹白zh_TW
dc.contributorFeng Tan Paien_US
dc.contributor.author王淨樺zh_TW
dc.contributor.authorWang Jing Huaen_US
dc.date.accessioned2019-09-04T02:47:27Z
dc.date.available2017-07-18
dc.date.available2019-09-04T02:47:27Z
dc.date.issued2012
dc.description.abstract本研究主要在探討高職綜合職能科教師對職場實習現況之研究,並分析不同背景變項高職綜合職能科教師對職場實習現況之差異情形。 本研究採用問卷調查法進行,以「高職綜合職能科教師對職場實習現況之研究調查問卷」為研究工具。針對100學年度任教於公立高中職綜合職能科之教師為研究對象,共發出419份問卷,有效問卷回收339份,有效回收率81%。透過百分比、次數分配、平均數、標準差、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析等統計方法分析討論後,本研究獲致以下結論。 本研究主要結果如下: 一、高職綜合職能科校外職場實習以一般性職場集中實習為主,且集中於高三上為14節,高三下為21節,。 二、實習場所取得方式以教師自行尋找為主,實習的規劃的主要負責人為特教組長,實習的場所通常都有6個以上的實習地點,每個實習地點安排1~2位學生進行職場實習。 三、實習的職種以麵包烘焙員、餐飲服務員和洗車工為主要的職種。實習中會遇到的困難以職場尋覓不易、學生情緒不穩定和工作意願低落等為主要遇到的問題。 四、高職綜合職能科教師在職場實習現況構面,不因性別、年齡、特教背景、教師資格、職務及學校區域等六種背景變項而有所差異,會因特教年資而有所差異。在職場實習量表中,以「提升學生能力」表現最佳。 五、七成以上的綜合職能科教師對於目前職場實習實施現況感到滿意。 本研究綜合上述研究發現,分別針對「教育行政機關」、「高職綜合職能科學校」、「教師」、「後續研究」等四方面提出建議以供參考。zh_TW
dc.description.abstractThe purpose of this study was to investigate the vocational field practice of students in special education class in vocational high schools. The differences on vocational field practice of students in dissimilar background variables have been to analyze. This study was conducted by questionnaire to assess the relationship vocational field practice of the Special Education teachers in vocational high schools. The population included teachers of Special Education in vocational high schools in 2011 all over the country. 339 effective copies among the 419 questionnaires released with the valid recovery rate of 81%. Several main conclusions were discussed from the data analysis by means of the following nine statistic methods, including percentile, frequency, average, standard deviation, one sample t-test, independent-sample t-test, one-way ANOVA. The research findings were as follows. (1)The present situation of the vocational field practice of students in special education class in vocational high schools, practice sessions part of third year for the 14, under for 21. The arrangement was mainly in general workplace. (2)Contact the clinical site to teachers look for ways, practice programs to special education leader as the main person in charge of the practice stores usually have six or more practice sites each practice location to arrange one to two students in the workplace practice. (3)Practice staff member bread baking, food and beverage attendants and car wash workers for occupational practice in the difficulties encountered in the workplace looking for is not easy, the student’emotional instability and low willingness to work as the main problems encountered. (4)Vocational functions teachers practice the status of dimensions in the workplace, not because of gender, age, special education background, teacher qualifications, duties and schoolares, and seven background variables vary, because of special education seniority vary. The best performance in practice the scale to the workplace to enhance student’ ability and based on the research findings in the study. (5)More than 70% of special education teachers are satisfied with the current vocational field practice to the status. The suggestions to educational administrative institutions, vocational high schools with special education classes, teachers and future study were illustrated.en_US
dc.description.sponsorship工業教育學系zh_TW
dc.identifierGN0698700157
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698700157%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99186
dc.language中文
dc.subject綜合職能科zh_TW
dc.subject職場實習zh_TW
dc.subjectSpecial Education teachers in vocational high schoolsen_US
dc.subjectvocational field practiceen_US
dc.title高級職業學校綜合職能科職場實習現況之研究zh_TW
dc.titleA Study of Vocational Field Practice for Special Education Class in Vocational High Schoolsen_US

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