臺灣博碩士論文加值系統

本研究旨在探討一套自編的自我決策教學方案對提昇三位國小資源班高年級輕度智能障礙學生自我決策相關技能之立即與保留的教學成效。本研究以單一受試實驗研究之多探試實驗設計的研究方法來評估學生於教學前及教學後在自我決策能力表現之差異，並輔以問卷訪談蒐集相關質性資料。本研究自編之自我決策教學方案主要內容包括自我瞭解及問題解決兩項技能。課程設計分五單元，每一單元二節課，共進行十節課的教學。在每節課中，前十五分鐘以教導自我瞭解概念為主，後十五分鐘則以教導問題解決概念為主。教學方式主要採電腦輔助教學、角色扮演、情境練習、互惠教學、繪本教學、學習單練習等方式，藉以引發學生學習動機並增進其學習成效。教學方案的效果主要透過視覺分析、C統計分析及與教師、家長與同儕的訪談資料。研究結果顯示，不論是單一受試量化的數據或質性的訪談結果皆發現，學生於接受此自我決策教學方案的訓練後，在自我瞭解及問題解決兩方面的能力均立即提昇，並能適當地保留此能力。此外，受試學生亦能將所學技巧實際應用於真實的情境中。整體而言，本研究的結果與先前研究的發現一致，亦即為輕度智能障礙學生的自我決策能力可透過有效的教學加以提升。本文最後根據研究結果提出具體的建議，以做為未來研究及教學的參考。

Purpose of this study was to investigate the effects of a curricular program on promoting the self-determination competence of three 5th- and 6th-grade students with mild intellectual disabilities in resource class. A single subject design using multiple-probe across students method was conducted to evaluate student progress across research. Both quantitative and qualitative data were collected to evaluate the effects of the program. The main objective of the curricular program developed in this study was to improve students’ self- realization and problem solving ability. The program consisted of five units, each of which was taught for two consecutive classes. The first half of class was used to teach self-realization skill whereas the bottom half was used to teach problem solving skill during each instructional session. Strategies used to carry out the program included the utilization of computer programs, role playing, scenario instruction, story telling instruction, practices and so on. Data collected were analyzed using visual analysis, c statistic method as well as feedbacks from teachers, parents, and peers. Results showed that both quantitative and qualitative data indicated the positive influence of the self-determination program. Participating students not only improved their ability on self-realization and problem solving but also were able to apply learned skills to real life situations. Overall, the findings of the study were consistent with results found in previous research, indicating that self- determination competence of students with mild intellectual disabilities can be promoted when appropriate instructional program is provided. Lastly, the study provided implications and suggestions for special education teachers and prospective researchers.

中文摘要I
英文摘要II
致謝詞III
目錄IV
圖目錄VI
表目錄VII
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與待答問題6
第三節 名詞釋義7
第二章 文獻探討9
第一節 自我決策的意涵9
第二節 自我決策對智能障礙學生的重要性17
第三節 提昇自我決策能力課程之實徵研究25
第三章 研究方法31
第一節 研究對象31
第二節 研究設計33
第三節 研究工具42
第四節 教學方案設計46
第五節 資料分析52
第四章 研究結果55
第一節 受試學生在實驗階段自我決策能力之表現情形55
第二節 受試學生自我決策能力質性資料分析結果72
第五章 討論與建議77
第一節 自我決策教學方案教學成效之討論77
第二節 建議86
參考文獻94
中文部分94
英文部分96
附錄102
附錄一 家長同意書103
附錄二 自我決策評量表104
附錄三 學生課程回饋問卷134
附錄四 家長與教師訪談問卷138
附錄五 教學省思日誌141
附錄六 類化期晤談大綱142
附錄七 自我決策教學方案143
附錄八 教學程序檢核表155
圖目錄
圖 2-1 自我決策與基本需求的關係11
圖 2-2 與本研究相關之自我決策特質與內涵構成要素14
圖 3-1 研究流程33
圖 3-2 研究架構之一36
圖 3-3 研究架構之二37
圖 3-4 實驗教學場所39
圖 3-5 實驗處理流程39
圖 4-1 國小高年級輕度智能障礙學生自我決策教學成效56
表目錄
表 2-1 瞭解自我與發展潛能的內涵19
表 2-2 問題解決階段與技巧內涵20
表 2-3 國民教育階段啟智班(學校)課程綱要中與自我決策相關的教學項目22
表 3-1 研究對象基本資料31
表 3-2 各實驗階段研究工具使用時間與目的摘要44
表 3-3 自編之自我決策教學方案摘要48
表 4-1 受試學生階段內視覺分析結果57
表 4-2 受試學生階段間視覺分析結果58
表 4-3 受試學生C統計顯著性分析結果59
表 4-4 家長與教師訪談問卷選擇題部分資料分析結果68
表 4-5 教學一致性分析結果71

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