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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31041

    Title: 職業教育課程對智能障礙學生職業適應能力影響之研究
    Other Titles: A study of the impacts of vocational education program on mental retard students' vocational adjustment
    Authors: 陳堅文;Cheng, Chen-wen
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    楊朝祥;Yung, Kirby C.
    Keywords: 智能障礙學生;職業教育課程;職業適應能力;mental retard students;vocational education program;vocational adjustment
    Date: 2007
    Issue Date: 2010-01-11 00:10:16 (UTC+8)
    Abstract: 本研究旨在探討北區三所特殊教育學校,其高職部智能障礙類學生職業教育課程的規劃、內容及執行情形,對於智能障礙學生職業適應能力的影響情況。
    The purpose of this research is to explore the planning, content and execution of the vocational education program for mentally retarded students in three special education schools in northern Taiwan, and how these elements influence the vocational adjustment ability of mentally retarded students.
    Research has shown that the influence of the above course planning, content has on the vocational adjustment ability of mentally retarded students can be observed in the following three aspects. 1. “Work personality”: students perform better regarding punctuality and safety obedience, but less desirable regarding the will to learn new tasks and to actively complete tasks. 2. “Vocational competence”: students perform better regarding the use of simple hand tools, simple calculation ability, complete tasks independently, task coordination and task quality, but less desirable regarding the use of specific tools, professional terminology, and timing equipments. 3. “independent community life skills: students perform better regarding reverse tolerance, work attitude and habits, and honesty, but less desirable in the ability to share, write, read and interact.
    In addition to the above conclusions, following proposals have also been summed up.
    Ⅰ.Governing authorities: Equally allocate vocational education resources, and determine the role of vocational counselor.
    Ⅱ.School administrations: Encourage teachers to participate in seminars and obtain relevant certifications to enrich their professional competence.
    Ⅲ.Employers: Accept and contain mentally retarded students in multiple ways to increase their employment stability.
    Ⅳ.Parents: Coordinate with school curriculum and increase participation in school activities to extend the effects of school education.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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