中部地區國中資源班教師對數學課程與教學調整認知與實施差異之研究

• Main Author: 謝家玲
• Other Authors: 洪雅惠博士
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/61358852324512703707

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 101 === The study intends to investigate the viewpoints of junior high school resource room teachers’ curricular and instructional adaptations incentral of Taiwan area toward the important degree of one’s curricular and instructional adaptations in mathematics, the implementation degree of one’s curricular and instructional adaptations in mathematics, and the differences between the two factors. This studyfocuses on the junior high school resource room teachers who have taught mathematics as research participants, which includes four dimensions: curricular content, instructional strategies, instructional settings, and assessment.There were 119pieces effectively returned which by using the self-redacted “the questionnaire of curricular and instructional adaptations in mathematics to junior high resource teachers”. The data is analyzed by Statistical methods, such as descriptive statistics, t-test, and one-way ANOVA. The main findings include: 1. The important degree of curricular and instructional adaptations in mathematics among the junior high school resource room teachers, Expect for curricular content, the teachers rated the rest three dimensions to the very importance level of curricular and instructional adaptations in mathematics high. The four dimensions rated respectively from high to low were: curricular content, instructional strategies, instructional settings, and assessment. 2. The implementation degree of curricular and instructional adaptations inmathematics among the junior high school resource room teachers, the majority reach to implementation level orientation. Compared with other dimensions, the implementation degrees of the dimensions of instructional strategies are less. The four dimensions rated respectively from high to low were: curricular content, instructional settings, assessment and instructional strategies. 3. The gap of curricular and instructional adaptations in mathematics between the important degree and the implementation degree reaches to significant difference, and the important degrees are higher the implementation degrees, the biggest difference is in the dimension of instructional settings. 4.There was no significant difference in teacher’s rating the importance of curricular and instructional adaptations in mathematics among different backgrounds (including age, gender, years of teaching in resource education, years of teaching in mathematics and professional background). 5. In the degree of implementation, differentyears of teaching in resource education, years of teaching in mathematics and professional background reach to significantly differences.