Technological Literacy Education Needed for Mentally Retarded Students in Junior-high Schools

• Main Authors: CHANG, Shen-lin, 張聖麟
• Other Authors: YU Jian
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/97999326243361029020

碩士 === 國立臺灣師範大學 === 工業科技教育學系 === 84 === Technolical Literacy Education needed for Mentally Retarded Students in Junior-hIgh Schools Abstract The purpose of this study was to discuss the technological literacyeducation for mentally retarded students in junior-high schools and as areference for arragning related curriculum. Experts panels and documentanalysis were used to achieve this purpose. In this study, the abovementioned two methods developed five technology catergories (scope andcontent, evolution, process, application and evaluation, implication), sevenmain technology systems (mainbody, construction, manufacture,transportation, communication, energy and power, biology), and four aspectsin career education curriculum ( technology ability in daily life, socialcommunication ability, career consultation and basic technology ability indifferent lessons). According to the above development, the 3-dimension framework of thecontent of technological literacy education was constructed. There were 21items deriving from this framework, and 95 questions were turned intoquestionnaires. The proportionate stratified random sampling and maildelivery were executed. The questionnaires were sent to the pwerents,to theteachers of the mentally retard-student classes in ordianry junior-highschools, and to other teachers in the mentally retard-student junior-high schools. There were 966 questionnaires as a whole sum (half to teachers andhalf to pwerents). 460 available questionnaires (95.23%) were returned fromteachers while 416 available questionnaires from pwerents (86.13%).Statistics methods such as frequency distribution, percentage, average,t--test and one-way ANOVA were used to analysize the data of thequestionnaires. After the survey, the findings were as follows:-1. The parents and the teachers of the mentally retard-student classes in ordinary junior-high schools agreed to the necessity of technological literacy education. The degree of its necessity was shown definitely over the mean 3.00. The order of the degree of the necessity of the technological literacy from high to low was communication, mainbody, energy and power, biology, manufacture, transportation and construction.2. When arranging the technological literacy education curriculum in future, we had to consider 66 questions which were definitely over the mean 3.00 and put them in the curriculum. On the other hand, there were 23 questions which were below 3.00, and they would not be included in the future curriculum temporarily.3. Teachers under the following conditions had definite different ideas on the seven main technology systems: --different nature of schools, or --schools at different locations, or --different ages, or --different seniority, or --different professional qualifications on special education.4. The teachers and pwerents had no definite different ideas on the seven main technology systems.5. Teachers of different subjects, sex, qualifications, majors in graduation, or seniority also have no definite different ideas on the seven main technology systems.6. Pwerents under the following conditions had no definite different ideas on the seven main technology systems: --the different nature of schools, or --different sex, or --different ages, or --scho ols at different locations,or --different jobs.