Present Condition Of Implementation Of Taipei County Primary School Resource Room Homework

• Main Authors: Chih Chung Lu, 盧致崇
• Other Authors: Ming chuan Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/34934080976534533234

碩士 === 國立臺東大學 === 教育研究所 === 93 === Present Condition Of Implementation Of Resource Room Homework in Taipei County Primary Schools Chih-Chung Lu Abstract The main purpose of this research was to investigate on the present condition of the implementation of resource room homework in Taipei county primary schools. The researcher compiled the questionnaire on the “the present condition of the implementation of resource room homework in Taipei county primary schools” on its own and conducted questionnaire research for teachers of non-categorized body and mind disabled resource rooms in 107 Taipei County primary schools. Then statistical analysis was conducted on the data by means of allocation of number of time, percentage, Chi-square test, One Way ANOVA and Kendall’s W Harmony Coefficient. According to the results of data analysis, the following conclusions were obtained: 1. Present condition of the implementation of resource room homework: （1）Portion：normally more than half of resource room teachers would allocate homework to students whose level difference was larger or who had needs. （2）Category and content: the specified homework subject (domain) would emphasize on language and mathematics and mostly were homework of transcription and practice.（3）Compilation and design of homework：the main source of homework on language, mathematics and other domain was self compilation and design. In this respect the most puzzling was that the individual difference of student was too large.（4）Purpose of homework: mainly it was to assist teacher to understand the learning level and progress of student and to provide students with the opportunity to practice and to enhance schoolwork.（5）Condition of writing homework by students：most of the students could complete and turn in their homework.（6）Role played by the parents: parents was mostly hoped that he/she could supervise children to complete the homework（7）Review and feedback：the method of commenting and correcting was to provide the results and to request student to correct and add comments. The most often used feedback method was commentary or oral praise or condemnation.（8）Rules and communication: mostly, resource room teachers would use the contact book and would permit students to go back to ordinary classes or do homework when they went home. Over 70% of the resource room teachers expressed they had offered parents with countermeasures in regard to homework.（9）Negative effectiveness and puzzle：the most negative effect was the parents will do the homework on behalf and this would allow the student to lose its real ability and the most puzzling was that the writing attitude of students was not serious.（10）Coordination and collective arrangement: during assignment of homework, over half of the resource room teachers did not coordinate and conduct collective arrangement with regular class teachers. 2. Opinion on the implementation of homework by resource room teachers The opinion on the implementation of homework by resource room teachers was not affected by background variables resulting in significant difference. 3. The uniformity of the response on the present condition was affected by resource room teachers with difference opinions on the required level The response on the present condition of allocation category, allocation reference source and homework were rewarded by resource room teachers with different opinions on the required level could reach all the significant uniformity. In regard to the response on the present condition of allocation target, homework exhibition, rules and communication and coordination and collective arrangement, these could not reach a significant uniformity. Based on the above conclusion, this research provided concrete suggestions to resource room teachers, parents and future researches so as to serve some references. Key word: Resource Rooms, Homework