台灣地區啟智學校國中高職學生休閒活動之研究

• Main Author: 謝文振
• Other Authors: 林清達
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/83717104932445250509

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 86 === The purpose of this study is to investigate the participation of the leisure activities of the students who study in junior and vocational divisions of school for the mentally retarded and the factors that influence them. Information uncovered can be used as the reference by schools and education authorities to map out better leisure movement education and teachers as well as parents to assist students* involvement of extracurricular activities. Refer first to existing documentation and related theories to blueprint for this thesis. Using a self-developed questionnaire to poll over 960 students and 332 teachers in the 9 school for the for the mentally all over Taiwan. The sample consisted of 995 people, 76.9% out of the total questionnaires contributed to the research. The statistical techniques, frequent statistics, mean, Wilks criterion and one-way ANOVA are employed. Conclusions of this study are as follows: (1)The frequency of participation for students who are mentally retarded is not high. The patterns of leisure activities can be classified into five clusters: sports oriented, culturally oriented, socially oriented,recreationally oriented, and housework oriented. Among them, students take part in the recreational leisure activities the most and the sports ones the least. (2)As for the participation, gender, grade, obstacle ranking, parents* education, parents* careers, and home locations are all significant factors that influence them. (3)For the frequency of participation, males are higher then females, students in the vocational division are higher then those on junior high school, students with highly-educated parents are higher then those with lower-educated ones, students living on-campus are higher then those living off-campus. (4)With regard to the issue towards students* leisure time activities, different teachers, with different teaching phases, annual pays and professional backgrounds, in the schools for the mentally retarded, have distinct ideas. In terms of the number of teachers who approve the issue, female teachers are more then male teachers and vocational school teachers are more then those in junior high school. Moreover, the teachers who graduated from special education departments or graduate school, or that is to say, who has taken the credits of special education are more than those who haven*t taken the credits. This research offers five suggestions to education authorities, schools, teachers, parents and future researchers.