三年磨一劍──技術型高級中等學校資源班學生建置「學習歷程檔案」之實況研究

A Case Study of Building Academic Portfolios for Resource Classroom Students at Technical Advanced Secondary Schools

隨著108課綱的實施，學習歷程檔案是其重要實踐生產。然而身處融合教育下的資源班學生研究明顯缺乏，是以本研究採個案研究法，探討8位技術型高中之資源班學生學習歷程檔案建置狀況，其結果顯示：一、技術型高級中等學校資源班學生建置學習歷程檔案之負面認知聚焦於浪費時間；正面價值建立於升學基礎及自我決定效能；二、其困境有缺乏建置與上傳動機、缺乏電腦使用能力與無相應之家庭支持、建置學習歷程檔案的系統操作問題、建置學習歷程檔之困境多無涉於自身障礙；三、其解決策略則有學習主動性之培養與提供建置檔案之課程，而家長和教師角色之知情與投入各有差異。就結論探討上而言：資源班學生建置學習歷程檔案以課程學習成果為多、建置學習歷程檔案正與負向價值並存、建置學習歷程檔案之多方困境與「障礙」多無涉、以及從參與者出發之建置學習歷程檔案解決策略。最後本研究建議：教育人員應促進資源班學生建置學習歷程檔案之主動性、提升教師個人之積極度、提供適性特殊需求領域課程或以部定課程實施建置檔案教學，並視個案需求提供電腦硬體設備；家長的部分則建議多關懷與了解子女學習歷程檔案建置情況並積極參與學校舉辦之研習或宣導。

The implementation of the 108 Curriculum has had a profound impact on the examination system for university entrance, especially the construction of the Academic portfolio is an important practical production of the 108 Curriculum, which complements the lack of a single value presented by examinations only. With the implementation of this new 108 curriculum and Academic portfolios, there is a lack of research on the performance, dilemmas, and recommendations of students in resource classroom in technical advanced secondary schools under the context of inclusive education, and there is only one journal of practical observations. Therefore, this study adopts a case study to investigate the status of the Academic Portfolio files of eight resource classroom seniors in technical high schools. The results of this study showed that: (a). The actual situation of students in technical advanced secondary school resource classroom in creating their learning portfolios focused on the negative perceptions of wasting time, while the positive values were based on the foundation of further education and the effectiveness of self-determination; (b). The difficulties of students in technical advanced secondary school resource classroom in creating their Academic Portfolios included lack of motivation to create and upload, lack of computer skills, and lack of corresponding family support, system operation problems in creating Academic portfolios. But the difficulties in creating Academic portfolios were not related to their own disabilities.；(c). Those strategies to address the Academic Portfolio dilemma of students in resource classroom at technical advanced high schools include the development of learning initiative and the provision of curriculum for building a portfolio, while the roles of parents and teachers vary in terms of knowledge and input. This study recommends that educators should increase the initiative of students in resource classroom to build their l Academic Portfolios, increase teachers’motivation and attention to their learning portfolios, provide appropriate special needs curriculum or implement a customized curriculum to build portfolios, and provide computer hardware and equipment to suit the needs of each case. For parents, one suggest that they should be more concerned about their children’s Academic Portfolio building situation and actively participate in the school’s study or advocacy programs.