台北縣中輟高危險群學生處遇方案之研究

南華大學機構典藏系統 > 管理學院 > 企業管理學系(管理科學碩/博士班,非營利事業管理碩士班) > 博碩士論文-非營利事業管理碩士班 > Item 987654321/22722

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題名:	台北縣中輟高危險群學生處遇方案之研究
其他題名:	A Study on The Intervention Model for At-Risk Dropout Students in Taipei County
作者:	黃俊凱 Huang, Chun-kai
貢獻者:	非營利事業管理研究所呂朝賢 Chao-hsien Leu
關鍵詞:	中輟高危險群;體驗冒險教育;高關懷彈性教學班;資源式中途班 dropout-at-risk students;midway-resources-type-class;intensive-concern program;experiencing Adventure Education program
日期:	2006
上傳時間:	2015-08-06 13:25:29 (UTC+8)
摘要:	青少年中途輟學是當今社會上極為重視的課題，因此本研究目的在於探討公部門「資源式中途班方案」（簡稱資源式中途班）、「高關懷彈性教學班方案」（簡稱高關班）以及第三部門「體驗冒險教育方案」針對中輟高危險群學生所提供的服務有何相異之處，以及不同的服務方案對中輟高危險群學生的影響為何，其研究發現將作為公部門及第三部門相關機構，後續針對中輟高危險群學生研訂服務方案的參考。　　　本研究設計，是以台北縣為研究場域，分別訪談執行各項方案之機構人員，包括兩位輔導主任、兩位輔導組長、一位基金會執行長以及九位接受方案服務的中輟高危險群學生。而本研究為增加研究可信度，所以資料蒐集方法包括半結構型訪談法與文件分析法等方式進行。　　　研究結果發現，相較於資源式中途班以及高關班，體驗冒險教育方案缺乏專責的安置輔導小組；其次資源式中途班及高關班在協助中輟高危險群學生皆有就讀年級的限制，體驗冒險教育方案則無；資源式中途班及高關班在課程進行時，有清楚的師生關係界線，體驗冒險教育方案較不明顯；資源式中途班及高關班仍須有成績評量，體驗冒險教育方案則無；體驗冒險教育方案之課程設計，相較於資源式中途班及高關班更能符合中輟高危險群學生的學習特質；三項方案皆需結合不同的資源，方能以團隊工作的模式進行；三項服務方案皆能有效改善學生的非行行為，但是在提高其學習動機方面則有待加強；三項服務方案皆缺乏適當的評估工具來瞭解參與方案的學生學習狀況及成效；班級導師是各項方案能否順利進行或穩定學生就學的關鍵人物。　　　依據研究結果，研究者分別從針對教育主管單位、執行各項方案之機構以及未來研究者提出共十二點之建議，以供協助中輟高危險群學生之相關人員參考。　　It is a nowadays issue which the society extremely pays attention that juveniles drop out of school. This purpose of the research lies in probing into midway-resources-type-class program, intensive-concern program and the third department〝experience and take the Adventure Education Program〞which have any different places to stopping the service that high dangerous group of students offer halfway , and different service to stop halfway why it will be high dangerous groups of influence of student scheme, it discover as common department and the third department relevant organization , to stop halfway high dangerous groups of student is it is it serve reference of scheme to book to grind follow-up. 　　　We interview the members of each program, including two directors , two leaders , an executive chairman of foundation and nine highly dangerous droupout students who accept the program service. In order to increase credibility of the research , we collect data, including semi- structure type interview and analytic approach. 　　　The research shows that experiencing Adventure Education Program lacks the arrangement of counselling team. Secondly,there are the grade restrications on assisting dropout-at-risk studetnts in the midway-resources-type-class and intensive-concern program; however, there is not in experiencing the Adventure Eduction Program. There is a clear line between teachers and students; on the constrary, it is unclear on experiencing the Adventure Education Program. Midway-resources-type-class program and intensive-concern program still need grade evaluation, but experiencing the Adventure Education Program does not. Three projects all can improve students ’ behaviour effectively, but it remains to strengthen in improving its learning motivation in three services programs. Three services programs all lacks the proper assessment tool to understand students’learning situations and effect. The class tutor is the key personage that every program could go on smoothly or stabilize students to go to school. 　　　According to the result of study, researchers give us twelve suggestions which provide separately from educational institution, the organisation and researchers of the executive project, for helping the relevant membersl who consult the dropout students.
顯示於類別:	[企業管理學系(管理科學碩/博士班,非營利事業管理碩士班)] 博碩士論文-非營利事業管理碩士班

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