| Summary: | 博士 === 國立彰化師範大學 === 特殊教育研究所 === 92 === Research on the Social Adjustment Curriculum Assessment in the Comprehensive Occupational Department of Senior High School
Abstract
The research advances a kind of curriculum assessment model to understand the influence on the social adjustment competence when a teacher chooses and decides a certain social adjustment curriculum unit. First of all, the researcher designed the evaluation questionnaire of social adjustment competence and social adjustment curriculum unit appraisal by the interview examination. Secondly, the researcher discussed and elected the important social adjustment competence and social adjustment curriculum units with fuzzy linguistic variable, used the fuzzy numeral to represent the relationship between the items of significant social adjustment curriculum units and the social adjustment competence, and then integrated them to be the fuzzy numeral of the influence extent of each social adjustment curriculum unit on the social adjustment competence with the fuzzy statistic analysis. Finally, the researcher utilized the fuzzy integral value method to defuzzify to show the comparative important degree of the social adjustment curriculum units to the social adjustment competence. A teacher can understand his/ her teaching effect, and the key points and direction to guide students by means of it. The researcher induces the followings from the research results:
1.The competence of social adjustment to fit in social(community)lives that the mental retardation students of comprehensive occupational department of senior high schools require, by the levels of importance, are:
(1)The Competence to understand practical general sense of living in a community. (2)The competence to get acquaintance with the resources(e.g. facilities and activities)and welfare services of a community environment. (3)The competence to possess the attitude of respecting and obedience of working requirements. (4)The competence to communication interpersonally. (5)The competence to possess the attitude of teamwork. (6)The competence to solve problems. (7)The competence to possess the attitude of being attentive to self, others and the ecological environment. (8)The competence to utilize the resources and welfare services of the community and to participte in sports, recreations and other community activities. (9)The competence to comprehend civil and personal rights and obligations. (10)The competence to determinate by self and to express views. (11)The competence to use daily technical products. (12)The basic competence to calculate. (13)The competence to possess the attitude of lifelong learning. (14)The basic competence to collect, analyze and organize informations.
2.The units of curriculum of social adjustment the mental retardation students of comprehensive occupational department of senior high schools require, with respect to the skills of living in communities knowledge sorted by the levels of relative importance, are:
(1)The understanding, maintaining and utilization of the community resources. (2)The understanding, and participation of sports, recreations and community activities. (3)The positive self-concept and self-fulfillment. (4)Interpersonal relations and communication. (5)Problem solving and crisis handling. (6)The trainings of self-confirmation and expression of wills. (7)Career plan. (8)Adjustment in career. (9)The supporting system of the mentally and physically handicapped. (10)The importance of occupational life. (11)The skills of seeking for employment. (12)Comprehension of civil and personal rights and obligations. (13)The working attitudes. (14)The management of selfhood and emotions. (15)The skills of self protection in socializing. (16)The information of current affairs. (17)Social courtesy. (18)The working environment. (19)The kind of working posts. (20)General sense of Law. (21)Occupational security. (22)The management of personal finance. (23)The awareness and protection of ecoleogical environment. (24)Gender relationship.
3.Among the different units of curriculum of social adjustment that are required by comprehensive occupational department of senior high schools and that are designated by the Ministry of Education, with respect to the deleted and appended units:
The units of curriculum required by comprehensive occupational department of senior high schools append three units as followed by: the supporting system of the mentally and physically handicapped, the skills of self - protection in socializing and the managements of personal finance . Whereas the two units in the scheme of curriculum, geographical and history knowledge, are deleted for not being scored over 0.6, the threshold of level of importance.
Concluding the research, the research hereby advance suggestions with regard to the model of the applications of social adjustment curriculum assessment, the tuition of social adjustment curriculum as well as the consequent research.
Keywords: Social adjustment, Curriculum assessment, Fuzzy theory.
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