| 英文摘要 |
The purpose of this study was want to understand different viewpoint about drawing a person by mentally retardrd children in art teachers of primary school special class, through comparison between Taiwan and Japan, then use it to modify curriculum of training art teacher for education of mentally retarded children. The questionnaire was bring out 546,388 was to Taiwan and 158 was to Japan, collected 186 (47.9%) from Taiwan and 92 (58.2%) from Japan, and the valid questionnaire was 184 (98.9%) from Taiwan and 88 (95.7%) from Japan.A result indicated the data was no value to use factor analysis in Japan, and 7 factors obtain from Taiwan, but the explanation only can to said 'that was a tendency', becouse the cumulative communality was only 51.8%. The 7 factors were1. the meaning and function of drawing a person for mentally retarded children,2. the assessment for the picture drawing by mentally retarded children,3. the teaching method of drawing a person for mentally retarded children,4. the difficulty of drawing a perωn for mentally retarded children,5. the teaching point for mentally retarded children,6. the content of representation by mentally retarded children,7. the process of teaching mentally retarded children to drawing a person.The 7 factors indicated that interest of Taiwan teachers was in practical side than theory of education.At last, use MANOVA and T-TEST to test difference of thought about drawing a person for mentally retarded children between Taiwan and Janpan teachers. The result indicated that1. the difference was occured from teachers has been learned the unit of special education or not, and the teacher's special study was art or not.2. 'to esteem the representation of mentally retarded children' was all approvedby teachers of Japan and has been learned the unit of special education inTaiwan.3. 'the meaning and function of drawing a person for mentally retarded children' was almost all approved by the teachers of Japan and has been learned the unit of special education in Taiwan more than by teachers of weren't learn the unit of special education in Taiwan.4. in other factors, above half approval by teachers has been learned the unit of special education in Taiwan, below half approval by teachers of Japan and weren't bas been learned the unit of special education in Taiwan, in 4th and7 th factor, very few approval by teachers of Japan, and in 6th factor, notin the least approval by weren't teachers has been learned the unit of special education in Japan. |
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