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http://nhuir.nhu.edu.tw/handle/987654321/26953
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| 題名: | 啟聰學校聽障生文化認同與學校適應之相關研究 |
| 其他題名: | The Study of Culture Identification and School Adjustment of Hearing-impaired Students--A Case Study of School for Hearing Impairment |
| 作者: | 林琬穎
LIN, WAN-YING |
| 貢獻者: | 應用社會學系教育社會學碩士班
劉素珍
LIU, SU-JEN |
| 關鍵詞: | 聽障生;文化認同;學校適應
Hearing-Impaired Students;Culture Identification;School Adjustment |
| 日期: | 2019 |
| 上傳時間: | 2019-03-19 16:11:02 (UTC+8) |
| 摘要: | 近年來聽障生升學率大幅提高，啟聰學校聽障生每年皆有學生進入大專院校就讀，而從啟聰學校升學到一般聽人大學，尤其是台灣地區升學主義意識形態，直接反應到未來就業薪資，這對於聽障生而言，並非僅是單純的升學，面對不同的文化，聽障生對於學校適應更是一大衝擊，本研究在探討啟聰學校聽障生文化認同與學校適應，採問卷調查法，針對北中南三所啟聰學校高職部學生進行問卷調查，回收有效問卷合計45份，以描述性統計法，針對基本資料、文化認同量表、學校適應量表進行分析，整體而言，語言認同、社會認同與人際關係適應及總體學校適應，呈現中高度正相關，個人心理適應、人際關係適應及總體學校適應分數越高的聽障生，其對個人認同、社會認同越高。各層面分數越高的聽障生，其對總體文化認同越高；而後為補量化之不足，輔以質性深度訪談，從中立意選取數名研究對象，分別有台北啟聰學校聽人教師及台中啟聰學校聽障教師各一名，以及一名男聽障生與一名女聽障生，針對聽障生及教師分別做訪談，訪談著重於探討聽障生文化認同與學校適應之相關議題，獲得較豐富的資料。
In recent years, the enrollment rate of hearing-impaired students has been increased continuously. The university was attended hearing-impaired students every year. For hearing-impaired students, it is not just a simply process to enter in a general university from the school for hearing impaired, especially in Taiwan, which is emphasizing on academic background. To face with different culture, there will be an impact on the hearing-impaired students. This study aims to explore the culture identification and school adjustment of the hearing-impaired students. This study utilized questionnaire investigation on vocational school students of hearing-impaired school from North Taiwan, Central Taiwan and South Taiwan. The effective questionnaires were 45 in total. The data was analyzed in personal information, culture identification scale, and school adjustment scale by descriptive statistics. In general, language identification, social identification, interpersonal relationship adjustment, and overall school adjustment are almost significantly positive. The higher score of personal psychological adjustment, interpersonal relationship adjustment and overall school adjustment the hearing-impaired students get, the more personal identification and social identification they have. For the lack of data, the quality research was used to support the result. There was a hearing teacher from Taipei hearing-impaired school, a hearing-impaired teacher from Taichung hearing-impaired school, a male hearing-impaired student, and a female hearing-impaired student who were be purposively sampled to conduct the interview. The interview was conducted for hearing-impaired students and teachers separately, and focused on the issue of culture identification and school adjustment for hearing-impaired students to acquire enough data for this study. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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