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研究生: 吳佳穎
Wu, Chia-Ying
論文名稱: 我很好!–正向自我概念之國中資源班學習障礙學生調適歷程
I am good! - The adjustment process of positive self-concept for student with learning disability in junior high school resource classroom.
指導教授: 潘裕豐
Pan, Yu-Fong
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2017
畢業學年度: 105
語文別: 中文
論文頁數: 122
中文關鍵詞: 國中資源班學習障礙自我概念質性研究敘事研究調適歷程
英文關鍵詞: resource classroom, learning disability, self-concept, qualitative research, narrative research, adjustment process
DOI URL: https://doi.org/10.6345/NTNU202202518
論文種類: 學術論文
相關次數: 點閱:217下載:51
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  • 本研究採用敘事研究,伸入探究兩名具正向自我之資源班學生的調適歷程,資料蒐集為期約三個月,透過深度訪談與文件資料蒐集等方式,和研究參與者互動而得。研究者先分別呈現兩位學生的生命故事後,再進一步分析與詮釋其自我概念,歸納出研究結果。發現兩位學生共同之處如下:
    一、不以低落的學業成就評價自我。
    二、不因他人的言語而自我否定。
    三、在原班仍有良好的人際關係。
    四、其主要管教者態度開放、接納。
    五、認同資源班但不認同或不了解自身的特殊身分。
    最後依據研究結果,供特教老師、普通班教師與一般行政人員及未來研究之參考。

    The purpose of this narrative research was to explore what two students with special needs, have experienced with the resource room program in a junior high school. Data were collected in six months with in-depth interviewing and documents associated with these students. Two stories were reported individually, and then analysis and interpretation of its self-concept, summed up the results of the study.
    Found the two students in common as follows:(1) They do not evaluate themselves because of their low academic achievement. (2)They do not deny themselves because of unfriendly words by others. (3) All of they have good friendship in their original class. (4) Their mother education attitudes are open and receptive. (5)They approve resource class function, but they do not approve that they are physically and mentally handicapped.
    Base on the research results, recommendations and future research suggestions were provided for special teachers, General education teachers and follow-up studies.

    目 錄 第一章 緒論………………………………………………… 1 第一節研究背景……………………………………………… 1 第二節研究動機…………………………………………………2 第三節研究目的…………………………………………………5 第二節名詞解釋…………………………………………………5 第二章 文獻探討…………………………………………………………………7 第一節自我概念的內涵與發展…………………………………… 7 第二節影響自我概念之相關因素……………………………… 15 第三節障礙者的自我概念……………………………………………… 22 第四節資源班學生自我概念與相關因素研究……… 26 第三章 研究方法………………………………………………… 31 第一節研究取向與設計…………………………………… 31 第二節研究參與者……………………………………………… 33 第三節研究工具…………………………………………………35 第四節研究歷程…………………………………………………39 第五節研究判準…………………………………………………44 第六節研究倫理…………………………………………………46 第四章 研究結果………………………………………………49 第一節小靜靜的自我概念………………………………49 第二節夜的自我概念…………………………………………69 第三節綜合討論……………………………………………………89 第四節被剔除的研究參與者……………………………94 第五章 結論與建議……………………………………………95 第一節研究結果……………………………………………………95 第二節研究省思……………………………………………………97 第三節研究限制與建議……………………………………100 參考文獻……………………………………………………………… 104 附錄………………………………………………………………………… 110 附錄一第一次訪談大綱………………………………………115 附錄二第二次訪談大綱………………………………………117 附錄三逐字稿暨省思日誌…………………………………119 附錄四參與論文研究知會暨徵求同意書……120 附錄五研究參與者檢核表…………………………………122

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