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題名:啟智教養機構性教育教學成效之研究
作者:胡雅各
作者(外文):Yea-Gen Hwu
校院名稱:彰化師範大學
系所名稱:特殊教育研究所
指導教授:何東墀
學位類別:博士
出版日期:2003
主題關鍵詞:啟智教養機構啟智教養機構院生性教育課程性侵害教學成效The mentally retarded institutionstudents in institution for the mentally retardedsex education curriculumsexual offensescognitive instructional effect
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0)
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  本研究旨在探討啟智教養機構中、重度女性智障院生接受性教育教學之可能性,並進一步探討,執行本性教育教學方案須考量事項,俾獲得在教育上與輔導上的啟示。
  研究同時採取質與量二種研究方法進行。編製二個階段的性教育教學方案,採漸進方式實施教學。第一階段「衛生與保健」,共有六個教學範疇,十八個學習單元,範疇分別是:認識自己、生殖器官的認識、性別認同、生殖器官的保健、生理期的清潔、性疾病的防治;第二階段「性侵害的防治」,共有三個教學範疇,十三個學習單元,範疇分別是
:認識適當的身體接觸、認識性侵害、如何面對性侵害。據此發展二個階段的性教育教學認知成效評量題卷,進行成效評估,並進行量化分析
;且發展「性教育整體教學成效訪談題綱」為人種誌訪談指引,以進行質的分析。第一階段採單組前測-後測實驗設計,研究方法採行動研究法,採邊教學邊修改教學內容與策略,以探求有效提昇中、重度女性智障院生認知學習成效的方法,進而成為第二階段實驗教學的參考依據,本階段採相依樣本t 考驗檢核認知教學成效;第二階段採前測-後測控制組實驗設計,依據實驗組及控制組二組中、重度女性智障院生在性教育第二階段題卷上之得分,進行獨立樣本單因子共變數分析。並針對3 位教學者及8 位保育老師進行人種誌訪談,由訪談題綱上之反應,進行歸納整理,以佐證量化數據,並作為未來執行性教育教學的參考依據。
  研究結果指出,中、重度女性智障院生經由二個階段的性教育教學
,在第一階段的「生殖器官的認識」、「生理期的清潔」及「性疾病的防治」各範疇達到立即及長程保留效果;在第二階段的「認識適當的身體接觸」、「認識性侵害」及「如何面對性侵害」各範疇也達到立即及長程保留效果。第二階段每單元的教學採過度學習的方法,發現中、重度女性智障院生的認知學習成效遠優於第一階段各單元的學習成效。由訪談結果也發現,二個階段的性教育教學確實為中、重度女性智障院生的日常生活造成正向積極的改變,然教學老師及保育老師們一致建議,未來各啟智教養機構在推行本性教育教學方案時,必須顧及男性智障院生的需要,應修改教學方案內容,並多方充實教材教具、視聽媒體及提供更多實際場地演練的機會,以提昇智障院生學習的保留與類化。
  根據上述的研究發現,本研究提出進一步的討論與經驗分享,以供各啟智教養機構實施性教育教學的參考依據,並對中、重度智障院生性教育的發展及未來的研究提出具體的建議。
  The purpose of this study was to investigate the effective-ness of a self-developed human sexuality program in teaching
institutional female residents with moderate and severe mental retardation. The self-developed program consisted of two major curriculum stages and nine specific domains. The two major cur-riculum levels included: Level I--Personal hygiene and health care, and Level II--The identification and prevention of sexual
exploitation. The nine domains were as follows: 1) knowing yourself, 2) the knowledge of reproductive organs, 3) identifi-cation of gender, 4) the health care of reproductive organs, 5)the sanitation of menstruation, 6) the prevention of sexually transmitted disease, 7) the appropriateness of physical contact
, 8) the identification of sexual exploitation, and 9) the pre-vention of sexual exploitation.
  The study was conducted both quantitatively and qualita-tively in two experimental phases. In phase one, an action research was carried out in order to adapt the curriculum content and instructional procedure for the phase two. A repeated measures t-test was used to examine the effectiveness during this phase. In phase two, an over-learning method was applied to enhance the overall cognitive effect of teaching. For the purpose of examining the experimental effect, a pretest-posttest control group experimental design was applied to both the experimental group and the control group participants. In addition, interviews guide was conducted to acquire the feedbacks of institutional staff involved in this study. Statistical methods such as one-way analysis of covariance, as well as content analysis of interview results were used for data analysis purposes.
The quantitative results indicated that the implementation of sex education to institutional female residents were successful. Significant differences were found in the comparison of pre-post test results as well as during long-term maintenance probe sessions. The majority of participants in the experimental group had successfully acquired the knowledge regarding the function of reproductive organs, the sanitation of menstruation, the prevention of sexually transmitted disease, the appropriateness of physical contact, the identification of sexual exploitation, and the prevention of sexual exploitation. The qualitative results from the caregivers’ interview also supported the above findings. The majority of interviewees reported that the sex education program not only improve the knowledge of human sexuality for their clients but also enhance their awareness regarding sexual exploitation. Several adaptations of the study were suggested by the caregivers for future replication purposes: to simplify the curriculum content, to enrich instructional materials, to provide more instructional media, and to include more role play activities in simulated and actual environment.
According to the above outcomes, the investigator has reached some conclusions and suggestions as guideline for future studies among the samples populations.
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