海峽兩岸特殊教育學系學生專業能力之研究

A Study on Students’ Professional Competence of Special Education Department in Taiwan Strait

本研究旨在探討海峽兩岸特殊教育學系學生專業能力現況，不同性別、不同年級、不 同學校性質特殊教育學系學生專業能力，以及兩岸特殊教育學系學生專業能力比較。至於 潛在目的是想讓特殊教育學系的學生自我檢核，了解在學中要學習的專業能力有哪些，以 及目前自己還有哪些能力需要追求。研究對象為海峽兩岸各省市師範校院特殊教育學系學 生，其中大陸地區17 所師範校院殊教育學系學生871 名，臺灣地區13 所設有殊教育學系 的學生338 名，共1，209 名。大陸地區以「問卷星」編輯問卷，臺灣地區以「Google 表單」 編輯問卷。結果歸納：(1)大陸地區特殊教育學系學生專業能力，男女生之間整體上並沒有 顯著差異；(2)臺灣地區特殊教育學系學生專業能力，整體而言男生顯著的優於女生；(3) 海峽兩岸特殊教育學系學生專業能力，隨年級增加而遞增。問卷本身確實可以合理反映學 生自我覺知之專業成長；(4)大陸地區特殊教育學系學生專業能力，本科師範院校特殊教育 學系學生顯著優於非本科師範院校特殊教育學系學生；(5)臺灣地區特殊教育學系學生專業 能力，師範大學與非師範大學間沒顯顯著差異；(6)海峽兩岸特殊教育學系學生專業能力有 顯著差異。

The purpose of this study was to explore the current situation of students’ professional competence in special education departments across the Taiwan Strait， and the professional competence of students of different genders， grades and schools， as well as the professional competence of special education department students. The potential goal is to allow students of special education departments to check themselves， to understand what professional competence they have to learn in school， and what abilities they need to pursue at present. The research object is the students of Special Education Department of Normal University in the two sides of Taiwan Strait， Among them， 17 normal university in mainland China have 871 students of education department， 13 of which have 338 students in the Department of Special Education， 1，209 in total. In mainland China， the questionnaire was edited by “questionnaires” and the questionnaire was edited by “Google form” in Taiwan. The results are summarized as follows: (1) There is no significant difference between male and female students in the professional competence of special education departments in mainland China. (2) The special education department students’ professional competence in Taiwan area is significantly superior to girls in general. (3) The professional competence of the students in special education department is increasing with the grade. The questionnaire itself can reasonably reflect the professional growth of the students’ self awareness. (4) The special education students in the mainland of China are superior to the students of the special education department in normal universities. (5) There are no significant differences between normal and non-normal universities in the special education department of Taiwan. (6) There are significant differences in the professional competence of students in special education departments across the Taiwan Strait.