英文摘要 |
The purpose of the study is to explore teachers’ interaction experience in romantic relationships with students in special classes of vocational high school. An in-depth interview was conducted to collect data. The results reveal that three teachers were aware of their students with special needs lacking adaptability and social skills about gender interaction, and also that the teachers noticed parents’ limiting the interaction opportunities of their teens with disabilities. When facing students’ gender behaviors, teachers do not always have sympathetic attitudes. Teachers’ attitude of gender stereotypes and professional preparation is are also inextricably entangled. They take more interventive strategies than preventive education when dealing with students’ gender interaction affairs. Teachers admit their teaching effect was inadequate They wonder who should be in charge of the responsibilities of affective education and claim that an affective education resources system should be set up |