科技部專題研究計畫主持人
MST106-2410- H-182- 012-
身心障礙學生選擇與適應大專科系因素之研究
Choosing Major and Learning Adaptation for the College Students with Disabilities
科技部
Ministry of Science and Technology
長庚大學
Chang Gung University
陳麗如
Li Ju Chen
長庚大學
Chang Gung University
陳麗如
教授
0939021109
lizzy8989@gmail.com
計畫執行期間起:2017-08-01
計畫執行期間迄:2018-07-31
2017-12-28
2018-06-28
大專身心障礙學生
1
003
01
大專、中大轉銜、身心障礙學生、科系選擇、教育轉銜
choosing college major, college, educational transition service, students with disabilities, transition from high school to college
一O六學年度在大專院校就學的身心障礙學生數目達13711人,然而在專業領域學習的問題一直是許多身心障礙學生的困擾,這個困擾可能來自於學生沒有適性選擇科系以致於影響學習適應的狀況。本研究主要探討的向度包括中學時選擇大專科系的因素及入學後的學習適應因素,後者主要從學生目前科系學習適應情形及未來專業就業的預期探討。研究以自編「大專學生科系選擇調查問卷」進行308位樣本之調查,結果發現:(1)大多數身心障礙學生最早決定就讀大專及科系的時間為高三,身心障礙學生最多人選擇其他領域科系(19.48%)、另外有19.08%選擇管理領域科系;(2)最多身心障礙學生表示其課業表現成績偏後,有一半以上(54.8%)表示就讀大專最困擾的是課業難度,而個人的適應能力、老師態度及上課方式是學生認為適應科系的重要因素。58.7%學生表示目前學習的課程內涵與就讀前的期待並不一樣,也有高達42.5%學生表示後悔就讀目前科系;(3)影響學生科系適應的因素有學生對目前科系的課程內容感到滿意等5項,影響學生在目前科系相關專業就業期待的項目有就讀科系與就讀前的期待等 6項。兩者最重要關聯項目均包括:「目前科系的課程內容感到滿意」、「科系與就讀前期待的一樣」二項,顯然如何輔導身心障礙學生在進入專業學習前就充分認識目標科系及其學習內容為重要的準備工作。另外,越早思考進入大專的時間及入學後的學習困難也是重要的適應關聯因素。本研究建議對身心障礙學生專業學習的選擇與輔導能有更多個別化的評估與介入。
There were 13711 students with disabilities studying in college in 2017 academic year in Taiwan. The major learning difficulties always disturb the students’ academic achievement, and then, their occupational achievement. This research is to explore the related factors in choosing an appropriate college major and the learning adaptation for the students with disabilities. The research had 3 findings: (1) Most students with disabilities decided to attend college and major in their third grade in high school. The top two domains the students to major are other and management. (2) Most students with disabilities indicated that their academic performance was behind their classmates. More than half students (54.8%) indicated that the most trouble problem for college students was course difficulty. Personal adaptability, teacher attitude and class style were critical factors for students to adapt to learning in the department. 58.7% of the students indicated that the current curriculum content is somehow contradict with the pre-study expectations, and up to 42.5% indicated that they regret studying in the current department; (3) Five factors are related with the learning adaptation: students are satisfied with the current course content and so on. Six factors are related with the professional development with expectations towards the department before attendance and so on. The research reinforce that individualization is critical to promote the success in professional learning for the students with disabilities.
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