A Study of the Teachers' Literacy on Life Education and Its Related Factors For Special Education Teachers in the Elementary Schools

• Main Authors: Chi-chen Lin, 林季蓁
• Other Authors: Hung-chin Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/41549620755853965823

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 94 === The purpose of this study were to investigate the present situation of life education in special classes in elementary schools, to explore the literacy of life education of these teachers in special classes, and finally to understand the differences in their literacy of life educations when they are under different variables. Three hundred twenty two teachers of special classes in elementary schools were the subjects. Special classes in elementary schools included mental retardation classes, hearing impairment classes, orthopedically impairment classes, multi-handicapped classes, and other non-classified classes. The data collected by this questionnaire were analyzed by methods of descriptive statistics, T-test, one-way ANOVA, Mann-Whitney U test, and Kruskal-Wallis test. The results are described as following: 1.There are significant differences in the cognition of life education related knowledge among teachers of different gender, who have different times of life refresher courses, and who work in schools of different sizes. 2.There are significant differences in the component factors of cognition when teachers are of different gender, age difference, teaching experience, background in the profession of education, religion, difference in the length of time receiving life education, when students they encountered have varying levels of disabilities, and when the school where they work are of different sizes. 3.There are significant differences in the scale of attitude in the essence of the profession of life education when teachers differs in their age, their time in receiving life education refresher courses, and the sizes and backgrounds of the schools where they work. 4.There are significant differences in the scale of the component factors of attitude when teachers are of different gender, age, teaching time, marriage, educational background, religion, time receiving life education refresher courses, and when teachers work in schools of different sizes and background. 5.There are significant differences in the scale of skills and strategies in life education regarding teachers’ age difference, teaching duration , and time in receiving life education refresher courses. 6.There are significant differences in the scale of the component factors of skills regarding teachers’ age difference, teaching duration, time in receiving life education refresher courses and when students they encounter have varying levels of disabilities. 7.In the scale of the whole literacy of life education, the mean revealed from this investigation is m = 3.13. In the scale of related knowledge, the mean is m = 3.22. In the scale of attitudes in the profession is m = 3.15. The mean of the scale of teaching skills and strategies is m = 2.93. Ranking the charts in order from highest to lowest are: cognition of life education related knowledge, the attitude in the profession of life education, and the teaching skills and strategies of life education. 34.2% of the teachers do not provide their students life education because of the fear that students will not be able to understand. However, 65.8% of the teachers have provided their students in the special class life education. Life education most often is incorporated in the curriculum and in teachers’ class management. It is often taught on occasions when current events, as examples of life education, happen in society. The materials used are picture books, children books, or movies, and teaching material self-made by teachers concerning with life education issues. These teachers instruct students often by oral instruction and movie watching. The biggest obstacle these teachers encounter is that the abilities of their students are not high enough to understand the content. Some suggestions are offered to education administrations and future research for reference according to the conclusions and findings of this research.