台北市特殊教育鑑定專業人員實用智能之研究

dc.contributor洪儷瑜zh_TW
dc.contributorLi-Yu Hungen_US
dc.contributor.author葉純菁zh_TW
dc.contributor.authorChun-Jing Yeen_US
dc.date.accessioned2019-08-28T12:11:51Z
dc.date.available2010-8-1
dc.date.available2019-08-28T12:11:51Z
dc.date.issued2009
dc.description.abstract本研究旨在探討臺北市國中特殊教育鑑定專業人員實用智能之發展與現況。本研究採問卷調查法,以自編之「臺北市國中鑑定種子教師鑑定專業知能量表」為研究工具,進行量表之各項分析與研究。研究對象為166位臺北市國中特殊教育鑑定專業人員,共寄出166份問卷,回收有效問卷比率為67%。 本研究以Sternberg實用智能理論為基礎,採見識取向編製量表,以半結構訪談、半開放式問卷收集量表之鑑定情境與鑑定專業人員對鑑定情境之因應行為,建構量表內涵,進行預試後形成正式量表。量表以情境判斷測驗形式呈現,反應形式採Likert七點量表,包括14題鑑定情境,205個因應行為。鑑定情境分為「經營自我」、「經營工作」與「經營他人」三類,因應行為分為「適應環境」、「塑造環境」、「選擇環境」三類。量表可計算「實用智能策略分數」、「實用智能分數」與「實用智能取向」等三種分數。並以敘述統計、獨立樣本單因子變異數分析、相依樣本單因子變異數分析、卡方與積差相關進行統計分析。 本研究主要發現如下: 一、本研究透過理論專家之協助,找出本研究之鑑定種子教師專家,並據此進行實用智能分數之計算。 二、本量表內部一致(α=.827-.974)且穩定(γ=.813-.927),具有可接受之信度;效度方面,內容效度檢核結果顯示,各鑑定情境與因應行為的敘述符合研究者所劃分的類別定義;建構效度方面,分量表與全量表相關介於.130至.970,顯示各分量表間彼此有共同因素,但也各有功能存在。 三、臺北市國中鑑定種子教師之實用策略分數以適應環境最高,塑造環境次之,選擇環境最低。 四、臺北市國中鑑定種子教師之實用智能分數以適應環境最高,實用智能分數之高低與鑑定年資、校內鑑定種子教師比例與鑑定專業層級等變項有關。 五、臺北市國中鑑定種子教師實用取向為適應環境,不同變項之鑑定種子教師其實用智能取向沒有顯著差異。 本研究根據研究結果與限制,對量表發展、未來研究與教育主管機關提出具體建議。zh_TW
dc.description.abstractThe major purose of this study was about the present and development of Practical Intelligence of diagnostian of special education from junior high school in Taipei city. The method of this study is questionnaire survey. A self-developed questionnaire, “Knowledge and Ability of Professional Identification Scale for psychological-assessment teachers of special education from junior high schools in Taipei” was used to collect data. The subjects of the study are 166 psychological-assessment teachers (i.e. Special Education Diagnostians) from 62 junior high schools in Taipei city. 166 copies of the questionnaire were sent out, and the percentage of return is 67. This research is based on Practical Intelligence theory that was developed by Sternberg. The questionnaire is made by using tacit knowledge approach. Semi-structured qualitative interview is used to get the situations of identification and the behaviors that the diagnostian of special education respond to the situations of identification are gotten by semi open-ended questionnaire. By the beforehand questionnaire, the final questionnaire is finished. The questionnaire publishes with situational judgement tests, bases on Likert’s 7-point scales. The questionnaire contains 14 situations of identification and 205 behaviors of response . The situations of identification are classified three parts, including managing self, managing tasks, and managing others. The behaviors of respond are classified three parts, including adapting environment, shaping environment, and selecting environment. The points of the questionnaire classify the point of practical intelligence of strategy, the point of practical intelligence, and the trend f practical intelligence. And the data was analyzed by statistics, such as one-way ANOVA, pair-sample analysis of variance,chi-square test, and correlation cofficient. The major findings of this study are as follows: 1.Through the help of the theory expert, the expers of psychological-assessment teacher were obtained and served to count the the point of practical intelligence 2. The scale shows Cronbach’s alpha coefficients ranged from .827 to .974, and test-retest correlation coefficients ranged from .813 to .927, suggesting acceptable reliabilities. From three raters, the scales shows high content validity. The inter correlatiom of subscales showed that the subscales were correlated with each other while each served distinct function as well. 3.The highest point of practical intelligence of strategy is adapting environment, the second point is shaping environment, and the lowest point is selecting environment 4.The highest practical intelligence is adapting environment. The scorn of practical intelligence varies with years of working for identification, the percentage of psychological-assessment teachers in a school, and the level of professional identification. 5.The trend of practical intelligence is adapting environment. The trend of practical intelligence of psychological-assessment teachers failed to show significant differences among all the variables.. According to the aforementioned findings, the recommendations to the further studies, development of scale and educational administration were made.en_US
dc.description.sponsorship特殊教育學系zh_TW
dc.identifierGN0693090222
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0693090222%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91812
dc.language中文
dc.subject實用智能zh_TW
dc.subject見識zh_TW
dc.subject特殊教育鑑定專業人員zh_TW
dc.subject心評教師zh_TW
dc.subject鑑定zh_TW
dc.subjectpractical intelligenceen_US
dc.subjecttacit knowledgeen_US
dc.subjectdiagnostian of special educationen_US
dc.subjectpsychological-assessment teacheren_US
dc.subjectidentificationen_US
dc.title台北市特殊教育鑑定專業人員實用智能之研究zh_TW
dc.titlePractical Intelligence of Diagnostian of Special Education in Taipei Cityen_US

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