國小啟智班教師班級經營之研究

A Study on the Classroom Management of Teachers with Mental Retardation Class in Elementary Schools.

本研究旨在探討台灣地區公立國民小學啟智班教師班級經營情形及其在不同個人背景變項的差異情形。以自編問卷調查法為主，訪談法為輔，回收的有效樣本為242份。茲將研究結果歸納為以下結論：一、台灣區國民小學啟智班教師整體班級經營情況良好。二、不同背景變項(任教地區、特教班年資、學歷、特教背景)之國民小學啟智班教師在班級經營上(課程與教學、人際關係、物理環境安排、整體班級經營)達顯著差異。三、台灣區國民小學啟智班教師在班級經營中最困難的是「學生易分心、缺乏注意力」。四、台灣區國民小學啟智班教師在班級經營中最需協助的是「學生個別差異大，教學進行困難」。

The purpose of this study was to investigate classroom management strategies of teachers with mental retardation class in elementary schools. Also， this study was to explore the degree of influence of teachers' classroom management strategies on background variables. Both questionnaire survey and interview were used to achieve this purpose. There were 242 valid questionnaires and 6 interviewees. Various statistics methods， including frequency distribution， percentage， mean， standard deviation， t-test， one-way ANOVA were employed to analyze the differences among the samples' background variables. The major findings of this study were as follows: 1. The scale of the classroom management strategies of teachers with mental retardation class in elementary schools indicates high degree. 2. The varieties of different teachers' backgrounds show partly significant differences on the classroom management strategies of teachers with mental retardation class in elementary schools. 3. According to the difficulties encountered by the teachers with mental retardation class， the major one is students are inclined to distract and lack of concentration. 4. According to the need of teachers with mental retardation class， the major one is the differences among students' individualities cause teaching problems. 5. Based on study results， some concrete suggestions were brought up as references for correlated study in the future.