University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

教育和文學最重要的連結是什麼，普遍最被接受的是「想像」，也就是想像力或幻想，它是跨領域科技整合極重要的黏著劑與調和劑。因此教育最重要的功能之一在於培養孩童持續保有發揮想像的能力，不僅孩童，成人也同樣需要。基此，本文以文學視角出發，結合靈性教育的關懷，從富含幻想表現的奇幻敘事文本取材，透過再想像與再詮釋的創造性連結，嘗試性地勾勒出一個富含寓意的人類圖像。 本研究採文本分析，融入「皺摺、展開、再皺褶」及「詮釋、再詮釋與過度詮釋」的概念與方法，著眼於「人與超自然」向度來詮釋靈性教育的人類圖像。本文共分六章：第一章，導論：緣起說「圓」，為本研究的緒論；第二章，究竟起「源」：創世與起「源」，為文獻探究與前導，指出源即是靈；第三章，迷宮探「園」：謎樣的世界，旨在闡述「界意在破（無）」；第四章，穿越奇「緣」：隧道的盡頭，旨在闡述「道意在無（悟）」；第五章，另度次「元」：空間與過門，旨在闡述「門意在空（心）」；第六章，總結：究極奧「圓」— 〇、●、 、◎，回顧與統整「那神」的人類圖像。 本研究嘗試勾勒之「那神教育學」圖像，或可稱為靈性教育的人類圖像，此圖像模型主要有三層（嚴格來說有五層），上下有其位置，但沒有先後順序或優劣之分，分別以基層的太極陰陽圖、中層的環狀隧道和上層的三角體形構，並透過「噬尾龍」的蘊義，闡釋「人即是神、神即是人」的循環圖像。 / The purpose of dissertation is trying to verify the imagination can be the connection between the education and literature. Imagination can connect and mediate among the multi-dimensions. One of the important things of education, not only for children but also for adults, is to cultivate and maintain the imaginative capacity. In this reason, my dissertation adopts the literature narrative and care about spiritual education. Especially, I use the folk literature with rich fantasy to do the re-imagine and re-interpretation for illustrate the meaning of the whole human picture. The methodology of the dissertation are use the "folding, unfolding and re-folding " and "interpretation, reinterpretation and Overinterpretation" and so on, with the fantasy narrative in "human being and supernatural", to interpret the human picture of spiritual education. There are six chapters in this paper: Chapter Ⅰ, Introduction: the Origin and "circle"; Chapter Ⅱ, Explores the Beginning: the Genesis and Origins; Chapter Ⅲ, Explore the Maze "Garden": the Mystery World, aims to set forth "Boundary to be Break (No)"; Chapter Ⅳ, Meet the “Fate”: At the End of the Tunnel, to elaborate "Road means None (Enlighten)"; Chapter Ⅴ, Another Dimension: Space and Threshold, to elaborate "Door means Empty (Heart)"; Chapter Ⅵ, Conclusion: The Ultimate "Round"— 〇、●、 、◎, Review and integrate the human picture of "No-thing". I try to describe the picture of "Pedagogy of No-thing" or called the human picture of Spiritual Education. There is a vertical structure with three levels in the picture (strictly speaking there are five levels) but no priority among them. The foundation is “Tai Chi”, the middle is “Ring Tunnel”, and the top is Triangular Shape in the structure. Through the “Ouroboros” (bite the tail dragon) interprets the picture of "human being is god, and god is human being ".

本研究旨在探究特殊教育學校圖書館的建置情況、館藏資源、特殊教育教師使用情形與滿意度情形。 本研究採用問卷調查法，將問卷分為兩大部分，第一部分為特殊教育學校圖書館之館藏資源建置情況，研究對象為全臺灣28所特殊學校圖書館負責人，問卷內容包含學校基本資料、組織人力、館藏資源與經費、營運管理情形、閱讀推動與利用教育及困難與需求，總計回收有效問卷24份；第二部分為特殊教育學校教師使用學校圖書館之情形與滿意度調查，研究對象為特殊學校國中部及高職部之正式特教老師，問卷內容包含教師個人基本資料、教師使用學校圖書館情形及其對於學校圖書館的滿意度，總計回收有效問卷458份。兩份問卷以電腦統計套裝軟體IBM SPSS 18.0中文版進行統計與分析，調查結果分別以次數分配、百分比、平均數、標準差、獨立樣本t檢定、以及單因子變異數分析等統計方法進行資料分析： 一、 特殊教育學校館藏資源情形：大部分的特殊學校館藏資源數量、新增率及館藏經費皆未達高中圖書館應有的標準，且大多沒有強制要求，亦沒有遵循固定的標準與規範。 二、 特殊教育學校圖書館之營運情形：大部分的特殊學校沒有專職的管理人員，多由設備組長或者學校職員兼任，採用電腦線上借閱方式，且有建置館藏目錄系統、訂定使用及借閱辦法，讀者服務中大部分都有提供流通借閱服務。 三、 特殊教育學校圖書館的困難與需求：大多數為圖書館管理人員人力不足，沒有固定的編制，而且通常缺乏相關專業知識，另外受限於特殊學生的障礙程度，較難進行閱讀推動與利用教育。 四、 特殊教育學校教師使用學校圖書館的情形：多數的教師每週使用學校圖書館的次數為0次，但一個月內，平均每週使用1~5次的頻率最高，在使用上遇到困難時也會傾向詢問圖書館工作人員，大部分的老師選擇偶爾帶領學生認識圖書館，不算是太普遍的教學活動，使用目的上則多與教學準備有關，包含到圖書館借還圖書、配合教學蒐集教學相關資料及準備教材。 五、 特殊教育學校教師使用學校圖書館的滿意度情形：特殊教育學校教師對學校圖書館的滿意度均在平均值3以上，滿意度題目中，滿意程度最高的以圖書資料的採購會徵詢教師的意見與需求、教師對學校圖書館人員提供的服務、圖書館的空間擺設、動線與採光為前三名，而對館藏的品質、數量與館藏目錄系統較不滿意；在滿意度差異分析的部分，最不滿意的族群分別為在年齡46-50歲，學校所屬區域在東部及擔任導師的特教老師有顯著不滿意的情形。 / The purpose of this study is to explore the situation of the construction of special education school library, the collection of resources, the use of special education teachers and satisfaction situation. In the present study, the questionnaire is divided into two parts. The first part is the collection of the resources of the special education school library. The research object is the head of the 28 special schools in Taiwan. The questionnaire contains the basic information of the school , The organization of human resources, collection of resources and funding, operational management, read and promote the use of education and difficulties and needs, the total recovery of 24 valid questionnaires; the second part of the special education school teachers use the school library situation and satisfaction survey, The contents of the questionnaire include teachers' personal basic information, teachers use the school library situation and their satisfaction with the school library, the total recovery of 458 valid questionnaires. Two questionnaires The two questionnaires were analyzed by computer statistical software IBM SPSS 18.0. The results were analyzed by statistical methods such as frequency distribution, percentage, mean, standard deviation, independent sample t test, and one-way analysis of variance,ANOVA. 1. The special education school collection of resources: most of the special school collection of resources, the new rate and collection of funds are not high school library should have the standard, and most do not have mandatory requirements, nor follow the fixed standards and norms. 2. The special education school library operation situation: most of the special schools do not have full-time management staff, more by the equipment team leader or school staff, the use of computer online borrowing, and the establishment of the collection directory system, Approach, most of the readers have to provide services through the circulation of borrowing services. 3. The difficulties and needs of the special education school library: the majority of the library management staff lack of manpower, there is no fixed system, and usually lack of relevant professional knowledge, and subject to the degree of special student obstacles, more difficult to read and promote Use education. 4. The special education school teachers to use the school library situation: the majority of teachers weekly use of school library times 0 times, but within a month, the average weekly use of 1 to 5 times the highest frequency, encountered in the use Difficulties will also tend to ask the library staff, most of the teachers choose to occasionally lead students to understand the library, is not too common teaching activities, the use of the purpose of teaching and more related to the library to borrow books, with Teaching to collect teaching materials and preparation materials. 5. The special education school teachers to use the school library satisfaction situation: special education school teachers on the school library satisfaction are more than 3, the satisfaction of the title, the highest degree of satisfaction with the procurement of books will consult the teacher The views and needs of the teachers, the library staff to provide services, library space furnishings, moving lines and lighting for the top three, and the collection of quality, quantity and inventory directory system is not satisfied; in the satisfaction of differences in analysis , The most dissatisfied groups were in the case of 46-50 years of age, the school district in the east and served as a mentor of the special education teacher was significantly dissatisfied with the situation.

University of Macau / Faculty of Education

藉著聆聽教師的敘說，我研究的主要目的在於理解教師專業認同的歷程，及此歷程所彰顯的意義世界。以Mead談論的自我概念作為基礎，我認為教師專業認同的概念是一發展性的歷程，而不將其視為本質、本體或範疇。此外，個人的認同歷程在敘說中展現也是我所強調的另一個重點，也就是說，個人在向聽者敘說裡頭展現其生命經驗，而聽者得以藉著語言的力量理解敘說者的生命經驗。奠基於此，研究者（我）才得以理解教師（受訪者）的敘說。 我採用「教育學傳記研究」作為研究取向，並以德國學者Fritz Schütz發展的「敘述訪談」作為資料採取工具，蒐集而來的資料即是我所謂的「文本」或「故事」。訪談的對象是小卉 -- 一位成為國小教師五年左右、服務兩所學校的初任教師。訪談結果在轉錄成逐字稿後，依據Schütz所提出的文本分析流程進行文本結構描述，並嘗試詮釋以析出故事抽象概念。 經過文本結構描述和分析，逐漸呈現「選擇」、「在比較中了解自己」以及「愛與被愛」的教師故事圖像。然而，我並未只是停留在故事詮釋的階段，而更進一步和其它教師敘說進行對話，其目的在於企圖呈現「我們如何看待教師故事、發聲」的議題。最後，我反思本研究的價值以及教育學傳記研究的意義。 / The purpose of my research is mainly to understand the process of a teacher’s professional identity by listening teacher’s narrative. Also, I attempt to explore the meanings represented by this process. Based on Mead’s concept of self, I argued that the attribute of teacher’s professional identity might be better viewed as a developing process than essences, substances or categories. Furthermore, one’s identity process revealing from narrative is other key point in my study. That is to say, one displays his or her life experiences with a narrative to listener, and then the listener understands the experiences through the power of language. Therefore, according to the above-mentioned methodological basis, I (researcher) could make sense of the teacher’s (interviewee) narrative. I adopt ”Biographic Research in Pedagogy” as my research approach, and collected raw data called “text” or “story” with “Narrative Interview” developed by Fritz Schütz, a Germany sociologist. After interviewing the first teacher, Little-hui, who just has been working about five years in two elementary schools, I followed Schütz’s procedures of text-analysis to describe the structure of the text and attempt to catch abstract concepts in hui’s story. After the process of structure description and interpret, “choosing”,”knowing self by comparing with peers”, and “to love and to be loved” gradually showed up to be images of Little-hui’s story. However, I didn’t stay right in the position of story-interpreting. Moreover, I situated these images a dialogue with another inquires of teachers’ narratives, and attempted to raise the issue of “how have teachers’ stories, voices, or narratives been viewed and treated in the context” for discussion. At the end, I reflected on the value of this research and the meaning of “Biography Research in Pedagogy.”

University of Macau / Faculty of Education

University of Macau / Faculty of Education