國小自然科教師為身心障礙學生進行課程與教學調整之知能研究

A Study of Elementary School Science Teachers’ Knowledge of Curriculum and Instruction Adaptations for Students with Special Needs

本研究旨在瞭解臺灣地區國小自然科教師為身心障礙學生進行課程與教學調整之知能。本研究採問卷調查研究，總計發出765份問卷，回收646份，回收率達84.44％，其中，有效問卷為582份。以SPSS統計軟體進行描述性統計、t考驗、以及單因子變異數分析。本研究有以下幾點發現：一、國小自然科教師在課程與教學調整之整體知能具備程度接近「清楚」，且以「中高知能」者居多。二、國小自然科教師在課程與教學調整四層面知能具備程度由高至低依序為學習環境、學習歷程和學習評量、學習內容。三、知能具備程度僅在「特殊教育背景」及「課程與教學調整年級」二個變項有顯著差異。整體而言，「修習過特教3學分」的教師，高於「未接受過特教訓練或研習未滿54小時」者；在學習內容層面，同時教導「中、高年級」的教師，高於僅教導「高年級」者。依據本研究結果，針對教育行政單位與教師提出相關建議，以期共同努力尋求解決方案。

The purpose of this study was to investigate elementary school science teacher’s knowledge of curriculum and instruction adaptations for students with special needs in Taiwan. A survey was conducted, in which questionnaires were distributed to a total of 765 elementary school teachers, with 646 reponses received. The reponse rate was 84.44%. Of the responses, 582 were effective. The data were analyzed by descriptive statistics, independent t- test, and one-way ANOVA. The major findings of this study were as follows. 1. The science teachers’ overall knowledge of curriculum and instruction adaptations was “clear” and mostly at the “mid- high” level. 2. The four dimensions in knowledge of curriculum and instruction adaptations, sorted from high to low, were learning environment, learning process, learning assessment, and learning content. 3. The variables of special education background and grade led to significant differences in science teachers’ knowledge of curriculum and instruction adaptations. Based on the findings, some suggestions were provided for educational authorities, administrative educators, and teachers to help them resolve the problems of curriculum and instruction adaptations.