廣東省特殊教育學校實施勞動技能課程之探究

A study on the Implementation of Labor Skills Courses in Special Education Schools in Guangdong

本研究旨在探討廣東地區特殊教育學校勞動技能課程的實施現況、挑戰與應對策略。透過對四所學校共四位第一線教師進行半結構式訪談，本研究深入剖析了教學現場的真實樣貌。研究發現，教師普遍面臨多重困境，包括：學生異質性高且學習能力普遍較弱；班級人數過多，導致難以進行個別化指導；課程內容選擇標準不明確，多依賴教師個人經驗；以及學生因家庭過度代勞等因素，導致勞動意識薄弱，尤其在家務勞動教學上挑戰更大。為應對上述挑戰，教師們採取了差異化教學、分組合作、因地制宜選擇教學內容等策略。然而，研究仍指出，技能遷移困難、教學場域與課時不足、缺乏社會與專業培訓資源等結構性問題，是限制課程成效的核心瓶頸。基於此，本研究建議應從教學、學校與社會三個層面系統性地提升課程品質。引入專案式學習以促進技能遷移，學校應投入資源開發校本課程並完善教學場域，同時社會及政府應提供更多師資培訓與實習機會，建立從學校到職場的有效銜接管道。

This study aims to explore the implementation status, challenges, and coping strategies of labor skills courses in special education schools in the Guangdong region. Through semi-structured interviews with four frontline teachers from four different schools, this study provides an in-depth analysis of the actual classroom situation. The research found that teachers commonly face multiple difficulties, including: high student heterogeneity and generally weak learning abilities; large class sizes that make individualized instruction difficult; unclear standards for curriculum content selection, leading to a heavy reliance on teachers’personal experiences; and weak labor consciousness among students due to factors such as excessive assistance from families, posing significant challenges, especially in teaching household chores. To address these challenges, teachers have adopted strategies such as differentiated instruction, group collaboration, and selecting teaching content adapted to local conditions. However, the study still identifies structural issues as the core bottlenecks limiting the course’s effectiveness, including the difficulty of skill transfer, insufficient teaching venues and class hours, and a lack of social and professional training resources. Based on these findings, this study recommends systematically improving the quality of the course from the teaching, school, and societal levels. For instance, by introducing project-based learning to promote skill transfer, schools should invest resources in developing school-based curricula and improving teaching venues, while society and the government should provide more teacher training and internship opportunities, establishing an effective transition channel from school to the workplace.