國小啓智班親職教育方案的發展與成效研究

劉城晃; 陳靜江

doi:10.6768/JSE.200209.0105

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P105 - 140

社会科学 > 教育学

DOI： 10.6768/JSE

书目管理工具

相关连结

问题回报

全文下载

国小啓智班亲职教育方案的发展与成效研究

An Educational Program for Parents of Mentally Retarded Students in an Elementary School

刘城晃(Cheng-Hung Liu) ；陈静江(Ching-Chiang Chen)

特殊教育学报； 16 期 (2002 / 09 / 01) ， P105 - 140

繁体中文 DOI： 10.6768/JSE.200209.0105

0 个人觉得这篇文章赞

摘要 │ 参考文献 (22) │ 被引用文献 (4) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The purposes of this study were to develop the individualized parent education programsfor six parents of students with mental retardation in an elementary school, and evaluate the effects of the programs. The individual parent's needs were investigated, and a thirteen-week parents' education initiative has been undergone to finalize the effects of the evaluation. The major finding of the study were as follows：
The parents' education needs mainly included: the counseling services (in terms ofsocial resources);understanding of the government's policies on social welfare and disabilities (in terms of related rules and laws); understanding of children's educational placement and career planning, as well as the current curriculum (in terms of special education); learning to help children communicate with others, and elevate their cognitive learning (in terms of skills in working with children). Beside, two parents needed helps from other professionals (in terms of social resources). One parent hoped to monitor the teaching in the class. No parent checked the item of ”Helping children take care of themselves”, while only one checked the item ”Helping children with self-management” (interms of skills in working with children). In addition, parent C was faced with financial problems, parent E had another child quitting classes frequently, and parent F strongly concerned about the educational placement in the future. As for scheduling the parents' education activities, there is no common time for parents, and the time for the activities must be therefore The Counseling Office laid out the guidelines for the parents' education program, and made schedules for coordination meeting. The class teachers carried out the program, prepared relevan  written materials, and explained the information. Subject to adjustment arising from the changing needs of parents, objectives and content should becreated for the individual service plan in compliance with the needs. The carrying out of the program was realized as four small-group activities, two occurrences of individual service as well as the supply of written information. Coordination of other social services, and arrangement of the site visits were also included in the program. made certain in advance. Parents need diversified practice types.
 Among four small-group activities, there was only one parent participating all activities, three for three, one for two, and one for one of them. Individual counseling had been dispensed three and four times respectively for three parents. Telephone contacts hadbeen actively made by researcher eight to seventeen times. Every parent received newsletters and communication sheets concerning the information needed.
Parents had positive responses to the ways, dates timing, and themes of thesmall-group activities. Parents also perceived individual interviews, telephone contactsand written communication positively. The class teachers' evaluation and suggestion for the program were also discussed in the study.

参考文献 ( 22 ) 〈TOP〉

Allison, S. F.(1989).Implementation of an Educational Program for Parents of Students Enrolled in a Center for Reading and Learning Disabilities.Ed.D. Practicum, Nova University.
Ammer, J. J.,Littleton, B. R.(1983).Parent Advocacy: Now More Than Ever Active Involvement in Educational Decisions.
Austin Independent School District(1976).The Parent Program.
Barefoot, D.,Thomas, G.(1994).Effect of Participation on Parental Attitude Concerning the Use of the School Counselor as a Resource.
Brolin, D. E.(1995).Career Education-A Functional Life Skills Approach.New Jersey:Jane Lopez.

被引用文献 ( 4 ) 〈TOP〉

黄志雄(2011)。亲师共同参与重度障碍学生个别化教育计画之研究。特殊教育与复健学报，24，27-56。
张英熙、张英熙(2014)。特殊儿童家长谘商。国小特殊教育，57，23-38。
(2003)。特殊儿童家庭支持与家长参与。特教园丁，19(2)，8-15。
(2009)。家庭服务导向之亲职教育方案对发展迟缓幼儿的父母教养能力、家庭功能之研究。教育研究学报，43(1)，107-132。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址