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來源文獻資料
摘要
外文摘要
引文資料
題名:
臺北啟聰學校教師對校內溝通政策的看法及其執行方法之調查
書刊名:
特殊教育與復健學報
作者:
邢敏華
出版日期:
1995
卷期:
4
頁次:
頁209-235
主題關鍵詞:
臺北
;
啟聰學校
;
教師
;
溝通政策
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
6
) 博士論文(
1
) 專書(0) 專書論文(
2
)
排除自我引用:
1
共同引用:
62
點閱:192
本研究的目的,在調查臺灣的臺北啟聰學校教師們對校方教學溝通政策的意見,探索他們如何執行溝通政策,並檢視教師對溝通方法的認知與實際教室內的溝通模式間,是否有任何差異存在。 研究者首先以一份「教師溝通行為問卷」發給全校教師,回收有效樣本共85份。其次,研究者針對13位教師(包括一位聾師)進行深入的個別訪問。之後,研究者實地觀察這些教師的上課教學情形,再佐以錄影帶,分析教師的教學溝通行為。最後,研究者訪問16位高職部學生,了解他們對教師的溝通模式與溝通能力,及對從小到大所經驗的教師溝通模式的看法。所有資料視需要予以質或量的分析。 研究結果顯示,“綜合溝通法”為全體教師所認同的名詞;但其定義紛紜。教師所使用的溝通模式,在高職部與國中部主要是口手併用法(口語與文法手語);在國小部主要是用口手併用法和國語口手語法。有少部分的教師在口手併用法內,加入自然手語。不論在剛任教時或目前,聾師均自認比聽師更精通於表達性、接受性的溝通,與自然手語。與剛任教時的溝通能力相較,所有的教師均表示他們的溝通能力已顯著進步。教師在教學時遇到溝通問題時,以寫黑板、使用類似文意的手語、自然手語、臉部表情、姿勢及身體語言、角色扮演或表演、及視聽媒體等法,來解決問題。教師同意未來的教師,須具備基本的自然手語與文法手語的能力。半數教師的溝通模式,在訪問與錄影帶的觀察間不一致;而且,教師自認的溝通能力,與被觀察到的溝通能力之間,並沒有相關。然而,教師的溝通能力,與學生理解教師的訊息程度,具有相關;並且,由教師的溝通能力,能預測學生理解教師訊息的程度。高中的聾生喜歡教師使用口手併用法;自然手語和文法手語都平等地為學生所接受。教師的建議,強調在職前的師資訓練與在職訓練中,增進教師的手語能力。本研究的結果,呼簽一個更健全、清楚的綜合溝通政策,以及更有效督導教師溝通行為的系統。大學的特教系聽障組,應提供手語課,此外,有關單位亦應評量未來教師的基本溝通能力,以擴大學生的學習能力。 本研究受限於很小的師生樣本,因此推論有限。未來有必要再做進一步的研究,以驗證初步研究。
以文找文
The purpose of this study was to investigate teachers' opinions on school communication policies in a public school for the deaf in Taiwan, to examine how they carried out the communication policies, and to examine any possible discrepancies between the teachers' perceptions of their communication methods and the actual communication modes used in the classroom. Questionnaires were distributed to all 85 teachers. In addition, thirteen teachers (twelve hearing and one deaf) from the elementary to the high school level were chosen as subjects for in depth personal interviews. This was followed by direct classroom observation in conjunction with videotape recordings. Interviews with 16 senior high school level deaf students were included to discover their opinions about the teachers' communication modes and abilities, and about the communication modes they experienced in the school. The data collected were analyzed quantitatively and qualitatively. The study revealed that "total communication" was a broad term which all teachers agreed on and used as an umbrella term. The main communication modes used by teachers were simultaneous communication - oral and Grammatical Sign Language (GSL) at the junior and senior high school levels and simultaneous communication and the Mandarin Oral-Manual method at the elementary school level. Natural Sign Language (NSL) was used by a few teachers to add to their simultaneous communication. Deaf teachers (N=11) felt more competent than hearing teachers (N=74) in both expressive and receptive communication and in NSL, both at the start of teaching and at time of the study. All teachers reported that they had improved their communication competency in all communication modes from entry into the profession to the time of the study. Teachers agreed that basic NSL and GSL skills should be requirements for future teachers. There was a significant correlation between teachers' communication skill and students' understanding of teachers' message. In fact, a regression formula predicted students' understanding of teachers based on the teachers' communication skills. Deaf high school students preferred teachers using simultaneous communication: both NSL and GSL were accepted by students. Suggestions from teachers emphasized the importance of facilitating their sign language competency through both inservice and preservice training. Implications of this study called for a more sound and clearer total communication policy and an efficient system to monitor teachers' communication behaviors. Sign language courses should be provided at the college level, and the basic communication competency of future teachers should be evaluated so as to maximize students' learning.
以文找文
期刊論文
1.
林寶貴、錡寶香(19910600)。高職階段聽覺障礙學生國語文與數學能力之研究。特殊教育研究學刊,7,109-127。
延伸查詢
2.
Marmor, G.、Pettito, L.(1979)。Simultaneous communication in the classroom: How well is grammar represented?。Sign Language Studies,23,99-136。
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張蓓莉(19891200)。啟聰學校的過去、現在、與未來。特殊教育季刊,33,20-27。
延伸查詢
4.
Luetke-Stahlman, B.(1988)。Documenting syntactically and semantically incomplete bimodal input to hearing-impaired subjects。American Annals of the Deaf,133,230-234。
5.
Mallery-Ruganis, D.、Fischer, S.(1991)。Characteristics that contribute to effective simultaneous communication。American Annals of the Deaf,136,401-408。
6.
Mayer, Peggy、Lowenbraun, Sheila(1990)。Total communication use among elementary teachers of hearing-impaired children。American Annals of the Deaf,135(3),257-263。
7.
Stewart, D. A.(1992)。Initiating reform in total communication programs。Journal of Special Education,26(1),68-84。
8.
Moores, D. F.(1991)。The Great Debates: Where, How, and What to Teach Deaf Children。American Annals of the Deaf,136(1),35-37。
9.
Bornstein, H.、Saulnier, K.(1981)。Signed English: a brief follow-up the first evaluation。American Annals of the Deaf,127,69-72。
10.
Brasel, K.、Quigley, S.(1977)。Influence of certain language and communication environments in early childhood on the development of language in deaf individual。Journal of Speech and Hearing Research,20,95-107。
11.
Craig, W. N.、Collins, J. I.(1970)。Communication patterns in classes for deaf students。Exceptional Children,37,283-292。
12.
Drasgow, E.(1993)。Bilingual/bicultural deaf education: An overview。Sign Language Studies,80,243-266。
13.
Dolman, D.(1988)。College and university requirements for teachers of the deaf at the undergraduate level。American Annals of the Deal,134,11-13。
14.
Delgado, G. L.(1984)。A survey of sing language instruction in junior and community colleges。American Annals of the Deaf,130,38-39。
15.
Crittenden, J. B.(1986)。Attitudes toward sign communication mode: A survey of hearing and hearing-impaired educators of the deaf。American Annals of the Deaf,131,275-280。
16.
Crandall, K.(1978)。Inflectional morphemes in the manual English of young hearing-impaied children and their mothers。Journal of Speech and Hearing Research,21,372-386。
17.
Kluwin, T.、Kluwin, B.(1983)。Microteaching as a tool for improving simultaneous communication in classroms for hearing-impaired students。American Annals of the Deaf,130,820-825。
18.
Jordan, I. K.、Gustason, G.、Rosen, R.(1977)。An update on communication, trends at programs for the deaf。American Annals of the Deaf,124,350-375。
19.
Grove, C.、Sullivan, F.、Rodda, M.(1979)。Communication and language in severely deaf adolescents。British Journal of Psychology,70,531-540。
20.
Gwrisson, B. W.、Cochran, S. W.(1986)。Critical competencies for teachers of hearing-impaired students。American Annals of the Deaf,131,267-270。
21.
Goodwin, L.、Sands, D.、Kozleski, E.(1991)。Estimating interinterview reliability for interview schedules used in special education。Journal of Special Education,25(1),83-89。
22.
Luetke-Stahlman, B.(1986)。Building a language base in hearing-impaired students。American Annals of the Deaf,131(3),220-228。
23.
Luetke-Stahlman, B.(1991)。Following the rules: Consistency in sign。Journal of Speech and Hearing Research,34,1293-1298。
24.
Long, G.、Stinson, M. S.、Braeges, J.(1991)。Students' perceptions of communication ease and engagement: How they relate to academic success。American Annals of the Deaf,136,441-421。
25.
Kluwin, T. N.(1981)。The grammaticality of manual representations of English in classroom settings。American Annals of the Deaf,126,417-421。
26.
Luetke-Stahlman, B.(1984)。Replicating single-subject assessment of language in deaf elementary-age children。American Annals of the Deaf,129,40-44。
27.
Maxwell, M.、Bernstein, M. E.(1985)。The synergy of Sign and speech in simultaneous communication。Applied Psycholinguistics,6,63-81。
28.
Maxwell, M.(1985)。Sign language instruction and teacher preparation。Sign Language Studies,24,273-279。
29.
Rodda, M.、Grove, C.(1982)。A pilot study of language structures in the receptive language of deaf subjects。Annals of Canadian Educators for the Hearing-impaired,8,168-181。
30.
Savage, R.、Savage, J. F.、Potter, J.(1984)。The classroom communication of experienced and inexperienced teachers of the deaf。Australian Educational and Developmental Psychologist,4,17-22。
31.
Strong, M.、Charlson, E. S.(1987)。Simultaneous communication: Are teachers attempting an impossible task?。American Annals of the Deaf,132,376-382。
32.
Swisher, M. V.、Thompson, M. D.(1985)。Mothers learning simultaneous communication: The dimensions of the task。American Annals of the Deaf,130,212-217。
33.
Woodward, J.、Alien, T.(1987)。Classroom use of ASL by teachers。Sign Language Studies,54,1-10。
34.
王老得、韓福榮(1988)。對啟聰教育的叮嚀與期望。特殊教育季刊,29,1-3。
延伸查詢
35.
張蓓莉(19890600)。聽覺障礙學生之語言能力研究。特殊教育研究學刊,5,165-204。
延伸查詢
36.
張蓓莉(19940300)。論特殊教育教師及專業人員之培育。特教新知通訊,1(7),1-2。
延伸查詢
37.
林寶貴、李真賢(19870600)。聽覺障礙學生國語文能力之研究。教育學院學報,12,1-29。
延伸查詢
38.
Cohen, Jacob(1960)。A Coefficient of Agreement for Nominal Scales。Educational and Psychological Measurement,20(1),37-46。
會議論文
1.
Seal, B.(1991)。Observer agreement on judgments of bilingualism in deaf children。The Annual Convention of the American Speech-Language-Hearing Association。Atlanta, Ga。
研究報告
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Stewart, D. A.、Akamatsu, C. T.、Becker, B.(1991)。Implementing consistent linguistic input into total communication programs。Michigan State University。
圖書
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延伸查詢
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Luetke-Stahlman, B.、Luckner, J.(1991)。Effectively Educating Students with Hearing Impairments。New York:Longman。
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Quigley, S. P.、Paul, P. V.(1984)。Language and deafness。San Diego, CA:College Hill Press。
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林寶貴(1981)。聽覺障礙語言溝通法與語文教學法之研究。教育部計畫小組。
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林寶貴(1986)。聽覺障礙兒童教材教法。又嘉特殊教育研究會。
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趙建民、褚錫雄、劉兆中(1988)。台灣自然手語。台北:中華民國聾人手語研究會。
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Akamatsu, C. T.、Stewart, D. A.(1987)。A survey of sign language instruction in teacher training programs in education of the hearing impaired。East Lansing:Michigan State University, Institute for Research on Teaching。
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Quigley, S. P.、Kretschmer, R. E.(1982)。The education of deaf children: Issues, theories, and practice。Baltimore, Maryland:University Park Press。
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Bogdan, Robert C.、Biklen, Sari K.(1992)。Qualitative Research for Education: An Introduction to Theory and Methods。Allyn and Bacon。
單篇論文
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Wood, D.,Wood, H.,Kingsmill, M. C.(1989)。Signed English in the classroom,University of Nottingham, Department of Psychology。
圖書論文
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Strong, M.(1988)。A bilingual approach to the education of young deaf children: ASL and English。Language learning and deafness。New York:Cambridge University Press。
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史文漢(1978)。綜合溝通法之理論及其在台灣實施之可行性。各國特殊教育新貌。國立台灣師範大學特殊教育中心。
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林寶貴(1987)。聽覺障礙兒童語言溝通法最近之發展動向。特殊教育課程與教學。台北:心理出版社。
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張雪莪(1991)。聽障學生看手語書寫測驗研究報告。手語字詞辨正。省立台中啓聰學校。
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蕭金土(1990)。我國聽覺障礙教育師資培育制度之現況問題及發展。聽覺障礙者之教育與福址。中華民國特殊教育學會。
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