邱紹春Chiu.shaoch許嘉家Hsu.chiachia2019-08-282010-7-232019-08-282010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091221%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91679本研究旨在探討不同背景變項的教師對南部地區國中教育階段巡迴輔導實施現況及其成效的看法。研究對象為南部地區國中巡迴輔導教師及融合班導師。發送問卷197份，回收問卷172份，回收率為87％，有效問卷157份，有效問卷率為91％。所得資料以描述性統計、t考驗、單因子變異數、雪費事後考驗等進行分析。研究結果發現如下：1.不同教師背景變項在巡迴輔導實施現況的符合程度上均達顯著差異。2. 不同教師背景變項在巡迴輔導實施成效的符合程度上，不同縣市、不同教學年資、不同服務類別達顯著差異。3.巡迴輔導實施需求與建議：教師認為最需要的建議與需求前五項為「服務量」要減少、「學生評量」要多元且適性、「教學與課程」要提升教師專業能力及針對學生特教需求提供課程、「支持系統」能增加、「導師和巡師間的溝通」兼顧質與量。The primary purpose of the study was to explore both status and effects of background variables of teachers on itinerant services across junior high schools in Southern Taiwan. Participants consisted of itinerant teachers and inclusive homeroom teachers. Among the 197 copies of questionnaire sent out to target individuals, 172 were received, accounting 87%, of which 91% in effect. Descriptive statistics, Student’s t test, ANOVA and the Scheffé Method were employed to analyze obtained data. Results were found as follows: A. Teachers’ background variables had significant effects on status of itinerant services. B. Others variables reaching significance included school location, teachers’ experience and modes of services. C. Needs and suggestions on itinerant services: Among the top 5 items were decrease of workload, appropriateness of student assessment, promotion of expertise on instruction and curriculum, provision of support system, and equal weight on quality and quantity in communication between itinerant and homeroom teachers.融合教育巡迴輔導特殊教育現況成效Inclusive educationitinerant servicesspecial educationstatuseffects