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研究生:詹雅淳
研究生(外文):Ya-Chun Chan
論文名稱:同儕個別教學對國中智能障礙學生日常生活技能學習效果之研究
論文名稱(外文):Peer Tutoring: Effects on the Daily Living Skills Learning Performance of Mentally Retarded Students
指導教授:張昇鵬張昇鵬引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系在職進修專班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:165
中文關鍵詞:同儕個別教學智能障礙學生日常生活技能
外文關鍵詞:Peer tutoringMental retardationThe daily living skills learning performance
相關次數:
  • 被引用被引用:82
  • 點閱點閱:1612
  • 評分評分:
  • 下載下載:492
  • 收藏至我的研究室書目清單書目收藏:16
摘 要
本研究旨在探討同儕個別教學對國中智能障礙學生日常生活技能學習成效。研究方法採單一受試研究法中之跨行為多探試設計,對象為台中市立忠明中學特教班之四名智能障礙學生,其中二位擔任同儕小老師,另二位為受教者,共進行八週之同儕個別教學。本研究以單一機會試測記錄表探討受教者日常生活技能中的四項活動技能之學習成效與維持成效;以學習情形調查表和同儕正向社交技巧觀察評量表探討同儕小老師的同儕正向社交技巧之學習成效和維持成效;以及以同儕個別教學滿意度訪談題綱和問卷瞭解導師、同儕小老師和受教者對本課程的滿意度。
本研究結果如下:
一、同儕個別教學對受教者煎荷包蛋、煮泡麵、蒸蛋和炒蛋炒飯四項活動
技能有立即教學效果,亦有維持效果。
二、實施同儕個別教學之後,同儕小老師在學習情形調查表上的得分顯示
有教學效果。
三、同儕個別教學能增進同儕小老師之正向社交技巧,具立即教學效果和
維持效果。
四、導師、二位同儕小老師和二位受教者對同儕個別教學均感到滿意。
本研究除針對研究結果詳加討論外,並綜合結論與研究限制提出在實際教學及未來研究上之相關建議。
The study was to investigate the effect of peer tutoring
on the daily living skills learning of students with mentally retarded in junior high school. A multiple-probe-treatment across behavior design was used in this study. Four targeted students with mental retardation in self- contained special class at Taichung Municipal Chung Ming high school were participated in the study. Two targeted students are tutors; two are tutees. The study took eight weeks. The independent variables of this study was peer tutoring. The dependent variables of this study were the enhancing of the daily living skills of tutees, the promoting positive social skills of tutors and the questionnaires for social validity.
Major consequences of this study were as follows:
1、Peer tutoring can enhance the daily living skills learning and maintaining performance of tutees.
2、After the training tutors program, the investigating learning performance of tutors'' scores were enhanced.
3、The positive social skills of tutors were promoted.
4、The teacher and four targeted students with mental retardation approved the instructional result.
Recommendations for the teaching and future research
were offered in this study based on the results.
目次
摘要-------------------------------------------- I
目次-------------------------------------------- V
表次-------------------------------------------- VII
圖次-------------------------------------------- VIII
第一章 緒論------------------------------------- 1
第一節 研究動機與目的----------------------- 1
第二節 研究問題----------------------------- 5
第三節 名詞解釋----------------------------- 6
第二章 文獻探討--------------------------------- 11
第一節 智能障礙者學習特質------------------- 11
第二節 智能障礙者的日常生活技能------------- 16
第三節 同儕教學之探究----------------------- 21
第四節 同儕教學在特殊教育上的應用----------- 44
第三章 研究方法--------------------------------- 51
第一節 研究設計----------------------------- 51
第二節 研究對象----------------------------- 54
第三節 研究工具----------------------------- 60
第四節 研究步驟----------------------------- 64
第五節 資料處理----------------------------- 71
第四章 結果與討論------------------------------- 77
第一節 受教者日常生活技能進步情形之分析----- 78
第二節 同儕小老師正向社交進步情形之分析----- 89
第三節 同儕個別教學滿意度結果分析----------- 96
第四節 綜合討論----------------------------- 103
第五章 結論與建議------------------------------ 107
第一節 研究結果摘要與結論------------------- 107
第二節 研究限制----------------------------- 112
第三節 建議--------------------------------- 113
參考文獻---------------------------------------- 117
附錄--------------------------------------- 135
附錄一 一週時間表-------------------------- 135
附錄二 初步摘要/基本技能與各課程領域重要活動之統整---------------------------- 136
附錄三 重要活動之教學順序檢核表------------ 137
附錄四 單一機會測試記錄表------------------ 138
附錄五 學習情形調查表---------------------- 142
附錄六 同儕小老師訓練活動------------------ 143
附錄七 進步榜------------------------------ 155
附錄八 同儕正向社交技巧觀察評量表---------- 158
附錄九 同儕個別教學滿意意見度-------------- 160
附錄十 家長同意書-------------------------- 164
表次
表2-1 全班性同儕教學活動----------------------- 25
表2-2 同儕交互指導教學設計工作項目及內容一覽--- 30
表2-3 國外同儕教學對障礙者的相關研究----------- 47
表2-4 國內同儕教學對障礙者的相關研究----------- 49
表3-1 小老師甲生的資料描述--------------------- 56
表3-2 小老師乙生的資料描述--------------------- 57
表3-3 受教者丙生的資料描述--------------------- 58
表3-4 受教者丁生的資料描述--------------------- 59
表3-5 同儕正向社交之目標行為定義--------------- 63
表3-6 訓練同儕小老師的內容重點----------------- 66
表3-7 觀察受教者之日常生活技能的觀察者間信度--- 73
表3-8 觀察同儕小老師之正向社交技巧的觀察者間信度--------------------------------------- 73
表4-1 丙生日常生活技能學習目標百分比資料摘要--- 83
表4-2 丁生日常生活技能學習目標百分比資料摘要--- 88
表4-3 小老師學習情況評量結果------------------- 90
表4-4 甲生之正向社交技巧資料摘要--------------- 93
表4-5 乙生之正向社交技巧資料摘要--------------- 95
表4-6 同儕小老師和受教者在同儕個別教學滿意度問卷上各選項的得分------------------------- 97
圖次
圖 3-1 研究架構--------------------------------- 51
圖 3-2 研究設計--------------------------------- 53
圖 3-3 有效教法中的教學順序--------------------- 68
圖 4-1 丙生日常生活技能在不同實驗階段個別學習目標達成百分比----------------------------- 81
圖 4-2 丁生日常生活技能在不同實驗階段個別學習目標達成百分比----------------------------- 85
圖 4-3 甲生正向社交技巧百分比曲線--------------- 92
圖 4-4 乙生正向社交技巧百分比曲線--------------- 94
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