| 1. | Schools are modifying their programs , adapting instructions so as to suit to children who are exceptional
学校正在修改大纲，调整方针以适应特殊学生。 |
| 2. | Design and exploitation of the physical education teaching materials for the special students ' group in higher education
普通高校特殊学生群体体育教材内容的设计与开发 |
| 3. | On the study and development of the sports teaching material for the special groups of students in zhejiang vocational colleges
浙江省高职院校特殊学生群体体育教材内容的研究与开发 |
| 4. | Most of the subjects who were cultivated by the chinese culture and who received teacher education revealed attitudes of humanism and role taking toward exceptionalities . 2
其中已经修习特教课程教师、取得教师资格教师、女性教师、和具有接触残障经验教师、对于特殊教育和特殊学生所表现的态度更为积极。 |
| 5. | The purpose of this study is to investigate the cognitive and affective attitudes of present and future teachers both in elementary and secondary school toward special education and exceptional children
本研究旨在探讨现职中小学教师和未来中小学教师，对于特殊教育的认知态度和对于特殊学生的情感态度。 |
| 6. | The purpose of this study is to investigate the cognitive and affective attitudes of present and future teachers both in elementary and secondary school toward special education and exceptional children
摘要本研究旨在探讨现职中小学教师和未来中小学教师，对于特殊教育的认知态度和对于特殊学生的情感态度。 |
| 7. | The purpose of this research was to study the implementation effect of " self - designed music teaching activities project " in the period of one semester for 15 intellectual disabilities students in a special education class of an elementary school
摘要本研究旨在探讨九十三学度进行两个学期国小特教班学生音乐教学活动方案之编制，并且以协同行动研究模式，进一步针对15位国小特教班特殊学生之实施成效予以分析。 |
| 8. | Based on observations , interviewing with original teachers , " self - designed music activities curriculum checklist " and " self - designed music learning behavior observation lists " , video analysis , research notes , etc , we found that all 15 students improved ( 1 ) students looked forward this music lesson . ( 2 ) interaction among students become more frequently . ( 3 ) students improved their pronunciation and oral communication skills . ( 4 ) music teaching activities made students more concentrated . ( 5 ) language communication and understanding were improved . ( 6 ) students become more self - confident in interpersonal interactions . ( 7 ) the eye control , coordination ability of the students were improved . ( 8 ) the emotion of emotional disturbances students become more stable
此研究结果也与研究者、五位协同研究教师在教学现场观察的教学情境观察记? 、教师访谈资? 、课程实施后?思札记结果相互呼应，包括( 1 ) 15位国小特殊学生非常期待上音?课， ( 2 )受试学生之间互动比?增加， ( 3 )音?教学活动有?于其发音与口语表达， ( 4 )音?教学活动帮助其上课?为专注， ( 5 )在语言沟通方面，其能哼唱歌曲、有较多的口语表达，在语言理解方面，其更能听从教师指令； ( 6 )人际互动关系方面，其对自我较有信心，较愿意参与教学活动；在团体音乐活动时，较愿意在同侪面前表演； ( 7 )在动作发展上，学生之视动控制、四肢协调能力有所增进， ( 8 )情绪困扰学生的情绪更为稳定等。 |
