| 摘要: | 本研究以高雄市立楠梓特殊學校之高職部啟智班師生與學生家長做為研究對象，根據美國彼德生和谷恩(Peterson and Gunn)於西元1984年所發展之休閒教育內涵模式(Leisure Education Content Model)與活動分析(Activity Analysis)做為研究架構，以德爾菲法(Delphi Method) 對該校學者專家含教務、教學與實習輔導主管進行深度訪談，經由專家審視該架構並達到共識後，進而修正原架構之構面測量指標以符合針對智能障礙青少年學生的休閒生活現況與休閒教育效能之探析條件。修整構面包括：休閒覺知、社交互動技能、休閒資源及休閒活動技能。之後，再針對該校老師實施面對面訪談、問卷調查、家長問卷調查與參與觀察紀錄，就其長期教育與觀察學生在校與在家之生活作習與活動學習之經驗，評估上述構面對休閒教育效能之影響與個人屬性對其是否呈顯著性差異。研究結果發現：就學校調查部分，在校智障青少年學生之休閒活動技能與休閒資源對休閒教育之效能呈顯著正向關係，並解釋總變異量之83%。其年齡與社交互動技能及休閒教育效能呈顯著差異；年級與休閒覺知、休閒資源及休閒教育效能呈顯著差異；障礙程度與休閒覺知、休閒活動技能、休閒資源與休閒教育效能呈顯著差異。就家庭調查部分，智障青少年子女於家庭所表現之社交互動技能與休閒資源對休閒教育效能呈顯著正向關係，並解釋總變異量之64.5%。其年齡與社交互動技能呈顯著差異；年級與休閒資源呈顯著差異；而障礙程度與休閒教育效能呈顯著差異。參與觀察紀錄部份，智能障礙青少年學生年齡與情緒(感)表達呈顯著差異，年級與情緒(感)表達及休閒覺知呈顯著差異，而障礙程度則與自我覺知及休閒資源呈顯著差異。研究者建議未來可納入社區與政府相關單位等範疇，期以發展更具完整之休閒教育內涵模式之建構。
The purpose of this study was to investigate the leisure activities and effectiveness of leisure education for adolescents of mentally retarded students at Taiwan. The study subjects including three panel experts, faculty members, mentally retarded students and their parents from ‘Nan-Tzi Special School, Kaohsiung were conducted by using Delphi Method, participant-observation method, and a survey questionnaire. A Delphi Method was firstly applied through several interviewing phases with panel experts in order to modify the dimensions and criterions of leisure awareness, social interaction skills, leisure activity skills, and leisure resources, which is originally built by Peterson and Gunn's Leisure Education Content Model and Activity Analysis (Peterson and Gunn, 1984). Next, a survey questionnaire was explored to test the relationships between the above variables and effectiveness of leisure education. The study findings showed that students’ leisure activity skills and leisure resources were positively related to effectiveness of leisure education at school, and explained 83% of total variation. Ages were significantly different at social interaction skills and effectiveness of leisure education. Grades were significantly different at leisure awareness, leisure resources, and effectiveness of leisure education. Levels of disorder were significantly different at leisure awareness, leisure activity skills, leisure resources, and effectiveness of leisure education. With respect to students’ family life, the results showed that students’ social interaction skills and leisure resources were positively related to effectiveness of leisure education and explained 64.5% of total variation. Ages were significantly different at social interaction skills. Grades were significantly different at leisure resources. Levels of disorder were different at effectiveness of leisure education. In participant-observation results, ages were significantly different between emotional (affective) factors. Grades were significantly different at emotional (affective) factors and leisure awareness. Levels of disorder were significantly different at self-awareness and leisure resources. In the future, the researcher suggests that communities and government’s parts be involved in the study to develop the complete leisure education content model. |
