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| 特教波羅蜜 -- 佛教信仰對特教教師教育信念的影響=The Paramita of Special Education: The Influence of Buddhist Faith on Special Education Teachers' Educational Belief | ||
| 作者 | 許毓玲 (著)=Hsu, Yu-ling (au.) |
|---|---|
| 出版日期 | 2010 |
| 頁次 | 159 |
| 出版者 | 國立臺北教育大學 |
| 出版者網址 | http://www.ntue.edu.tw/onweb.jsp?webno=3333333303 |
| 出版地 | 臺北市, 臺灣 [Taipei shih, Taiwan] |
| 資料類型 | 博碩士論文=Thesis and Dissertation |
| 使用語言 | 中文=Chinese |
| 學位類別 | 碩士 |
| 校院名稱 | 國立臺北教育大學 |
| 系所名稱 | 特殊教育學系 |
| 指導教授 | 柯秋雪=Ko, Chiou-shiue |
| 畢業年度 | 98 |
| 關鍵詞 | 佛教信仰=Buddhist faith; 特教教師=special education teacher; 教育信念=educational belief |
| 摘要 | 本研究之目的在於了解佛教信仰對特教教師教育信念造成哪些影響，以及佛教信仰對特教教師的整體意義。本研究採取質性研究為策略，透過深度訪談、觀察與文件資料等方式蒐集資料，訪談對象為兩位特教教師。經過資料的分析與詮釋，本研究主要發現如下： 一、 佛教信仰影響特教教師的教育信念 （一）關於教師角色方面：受到佛教信仰的影響，兩位老師對自身角色的覺知更積極正向，從內心散發出自信，肯定特教工作的價值，工作繁忙仍不改其樂。 （二）關於課程教學方面：受到佛教中「因材施教」與「無限生命」概念的影響，兩位老師強調課程應視學生需求而定，且在教學上有了更多的彈性與變通。 （三）關於師生關係方面：兩位老師都用佛法中「因緣」與「業果」的概念來解讀師生關係。認為應該把握和學生之間的緣分，讓彼此的生命有所成長。 （四）關於親師溝通方面：在佛教信仰影響下，兩位老師對特殊學生家長的苦有更多的體諒和同情，他們願意付出更多心力，用實際行動來贏得家長的信任。 （五）關於同儕互動方面：兩位老師皆顯現出「與人為善」的特質，用謙讓的態度來和同儕互動，以「少計較」和「協調」來減少紛爭、促進和諧。 二、佛教信仰對特教教師的整體意義 （一）對於生命目標與價值的認定：佛教信仰讓兩位老師設定生命的價值在奉獻所能、利益他人、累積福報。 （二）對於起心動念的覺知與反省：他們將教學視為修行的過程，在工作中檢視自己的言行思想是否合於佛法的標準，也都有反省檢討、懺悔過失的習慣。 （三）對於挫折與困難經驗的轉化：佛法帶給他們正向思考的角度，學習用「轉念」來面對挫折，並將暫時無法克服的困難視為「逆增上緣」，是來成就自己的。 （四）對於工作熱忱的堅持與提升：佛教信仰和宗教師的感召是支持兩位老師持續付出、熱忱不減的活水源頭。 最後，本研究針對特教教師、教育當局及未來研究提出建議。 The purpose of this research is to investigate the influence of Buddhist faith on special education teacher’s belief, and how the two teachers interpret the overall significance of their Buddhist faith. The research adopts qualitative research methods and the data collection was based on in-depth interviews, observations, and documents. The interviews are focused on two special education teachers. After the analysis and interpretation of the data, the main findings of this research are as follows: 1. Buddhist influence on special education teachers’ educational beliefs: （1）On teacher role: Under the influence of Buddhist faith, the two teachers feel more positive about and confident in the role they play. They affirm the value of being a special education teacher and feel joyful although the work is hard. （2）On teaching practice: The conceptions of “teaching students in accordance with their ability” and “eternity” influence the teachers. When planning the curriculum, they focus on students’ needs. They teach students with great patience and flexibility. （3）On teacher-student relationship: The concept of Karma principle was used by the two teachers to explain how they were connected to their students. This interpretation makes them cherish the time of being with their students, and try to teach and learn from each other. （4）On teacher-parent communication: The teachers sympathize with the parents of exceptional students. They are willing to pay more time and effort to win the parents’ trust. （5）On colleague relationship: Buddhist teachers tend to be considerate and modest when they work with their colleagues. Instead of disputing, they use negotiation or take a step back when dealing with interpersonal problems. 2. Life meanings brought by the Buddhist faith for special education teachers: （1）Identifying life goals and values: The Buddhist faith makes the two teachers believe that the value of a person’s life resides on how much he or she can give and benefit others. （2）Awareness of and reflection on transient thoughts: They deem their teaching job as a kind of spiritual practice and use the Buddhist principles to guide their every step. They reflect a lot and repent of their wrong doing if any. （3）Transforming frustration and difficulties: Buddhist teachers tend to think from the bright side of their frustration and to see obstacles or challenges as things to uplift their spirituality. （4）Keeping and enhancing job enthusiasm: Buddhism and spiritual mentors are the supporting power behind the two teachers’ great enthusiasm about and devotion to teaching. According to the above-mentioned findings, this study, aiming at the special education teachers and administration, and the future approach, raised some suggestions. |
| 目次 | 第一章 緒論……….………………………..………………………. …1 第一節 研究背景與動機………………..……….………….…… 1 第二節 研究目的與問題..……………..………………………….6 第三節 名詞釋義………………………………………………….7 第二章 文獻探討.……….……………………….………...……..........9 第一節 佛教信仰的基本內涵……………………...……….. ..….9 第二節 特教教師的教育信念…………………..…….……. …...26 第三節 佛教信仰影響教師教育信念及其相關研究…………... 38 第三章 研究方法...…………………………………..………………. 47 第一節 採用質性研究之原因……………………………………47 第二節 研究參與者的選擇………………………………………48 第三節 我的背景與角色…………………………………………50 第四節 資料的來源與蒐集………………………………………52 第五節 資料的整理與分析………………………………………55 第六節 研究的可信賴度…………………………………………58 第四章 結果與討論……………………………………….....……….59 第一節 果範老師的教育信念與詮釋……………………………59 第二節 慧行老師的教育信念與詮釋……………………………83 第三節 佛教信仰影響教育信念之分析與討論………………..106 第五章 結論、建議與省思………………………………………..125 第一節 結論……………………………………………………..125 第二節 建議……………………………………………………..129 第三節 研究者省思…………………………………………..…133 |
| 點閱次數 | 497 |
| 建檔日期 | 2010.08.13 |
| 更新日期 | 2015.08.11 |
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