A Study of the Chinese Remedial Instruction of the Non-categorical Disabled Resource Rooms of Junior High Schools in Central Taiwan

• Main Authors: CHANG HSIU JU, 張秀如
• Other Authors: 吳訓生
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/60022913000289974024

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 99 === The purpose of this study was to investigate and understand the status of the Chinese remedial instruction of the resource rooms at the junior high schools in central Taiwan. This study used questionnaires.The object of study were Chinese teachers in the resource room of Miaoli County, Taichung City, Changhua County, Nantou County, and Yunlin County.A total number of 117 questionnaires were distributed and the valid questionnaires collected were 115 , resulting the valid rate 98.29%. The data had been analyzed by the Narration statistics, the t-test, and the one-way ANOVA. The results can be concluded as follows: 1.Sur-curriculum, complete Pull-out curriculum,and Increased pull-out curriculum were the most appropriate types of the curriculum of the Chinese remedial instruction of the resource rooms. It was not appropriate that using the part pull-out curriculum to Chinese remedial instruction of the resource rooms. 2. When resource room Chinese teachers chose teaching goals, they most commonly based on the placement assessment, and not took into account the partents’ expectations of their children. Overall, "the understanding and use of words meaning", " the understanding of the main meaning to the text " and "affective attitude training" of the teaching goals were the central content of the Chinese remedial instruction of the resource rooms. This study also presented the applicability of the teaching goals for diverse levels of disabled students. 3. Resource room Chinese teachers generally more often used three teaching strategies for "the combination of teaching and student life," "arrangement of reinforcement" and "take notes, draw the key point," and showed the applicability of the teaching strategies for diverse levels of disabled students. 4. Resource room Chinese teachers generally more often used in the first three evaluation methods were "paper-pencil test", " questions " and "tasks, implement", and showed the applicability of the teaching assessments for diverse levels of disabled students. 5. Resource room Chinese teachers and regular class teachers cooperated more frequently in behavioral counseling and performance assessment; they had less cooperation in the development and implementation of students' teaching goals.