臺灣博碩士論文加值系統

本研究旨在探討過程本位教學對國小中度智能障礙學生生活技能的學習效果。研究方法採單一受試研究法之跨行為多探試設計，研究對象為嘉義縣大林國小特教班三名中度智能障礙學生，共進行十五週每週三次之教學活動。本研究以過程本位教學方案為自變項，以四項生活技能的學習成效﹑保留效果，以及擬定計畫的能力為依變項。以學習目標評量表探討受試者在洗滌衣物﹑學校作息﹑搭火車﹑料理食物四項生活技能的學習成效與保留成效，以計畫能力評量表探討其計畫能力習得之情形。
本研究結果如下：
一﹑三名受試者在接受過程本位教學後，其計畫能力普遍提升。
二﹑三名受試者在接受過程本位教學後，皆能使用計畫學會四項生活技能。
三﹑計畫能力與四項生活技能學習成效皆有良好的保留成效。

The purpose of this study was to investigate the effectiveness of the process-based instruction (PBI) on learning life skills for students with mental retardation. The study utilized a multiple probe across-behavior design of a single subject research method to examine learning effects of the PBI learning project, which was carried out for four hours per week over a period of fifteen-weeks. The subjects were three moderately mentally retarded students in a special class of Ta-Lin Elementary School of Chiayi County.
The results of the study are as follows,
I. The ability of making plans of all subjects were significantly improved after the process-based instruction training.
II. All subjects have successfully learned the four life skills by applying plans.
III. The planning abilities of all subjects and the four achieved life skills retained well for three weeks after training.

目 次
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 4
第三節 名詞釋義 4
第四節 研究限制 7
第二章 文獻探討 8
第一節 過程本位教學意義及理論基礎 8
第二節 過程本位教學實施過程與相關研究 40
第三節 生活技能教學 57
第三章 研究方法 70
第一節 研究設計與架構 71
第二節 研究對象 72
第三節 研究工具 73
第四節 研究實施程序 77
第五節 資料處理- 77
第四章 研究結果與討論 80
第一節 評量者間的一致性分析 80
第二節 計畫能力習得情形之分析 82
第三節 生活技能學習效果之分析 93
第四節 綜合討論 104
第五章 結論與建議 111
第一節 結論 111
第二節 建議 112
參考文獻 115
中文部分 115
英文部分 117
附錄 127
附錄一 教學活動設計 127
附錄二 計畫 146
附錄三 生活技能學習評量 166
附錄四 生活技能學習評量紀錄表 177
附錄五 計畫能力評量表 184
圖 次
圖2-1 影響學生學習結果的變項 16
圖2-2 與學習和問題解決有關的三個因素 17
圖2-3 知識﹑動機﹑組織三者間相互依存的關係 22
圖2-4 PBI的教學階段與每階段的重點 41
圖2-5 引導階段教學策略循環 42
圖3-1 研究架構 70
圖4-1 A生在四項生活技能計畫能力之表現曲線 83
圖4-2 B生在四項生活技能計畫能力之表現曲線 84
圖4-3 C生在四項生活技能計畫能力之表現曲線 85
圖4-4 A生在四項生活技能學習成效之表現曲線 94
圖4-5 B生在四項生活技能學習成效之表現曲線 95
圖4-6 C生在四項生活技能學習成效之表現曲線 96
表 次
表2-1 ARCS模型的要素應用在課程本位教學 20
表2-2 問題解決所需的能力及過程 37
表2-3 拼音的計畫 44
表2-4 計算面積的計畫 45
表2-5 放鞋子的計畫 45
表2-6 介紹計畫給學生的模式 47
表2-7 做第一個計畫的計畫 48
表2-8 用老師擬定的計畫的方式引導學生做計畫 48
表2-9 用師生共同擬定計畫的方式引導學生做計畫 49
表2-10 有關生活技能概念用詞 58
表3-1 受試者基本資料 73
表3-2 計畫內容及名稱 74
表4-1 計畫能力評量之評量者間一致性 81
表4-2 生活技能學習效果評量之評量者間的一致性 82
表4—3 A生在洗滌衣物計畫能力表現分析摘要 86
表4—4 A生在學校作息計畫能力表現分析摘要 86
表4—5 A生在搭火車計畫能力表現分析摘要 87
表4—6 A生在料理食物計畫能力表現分析摘要 87
表4—7 B生在洗滌衣物計畫能力表現分析摘要 88
表4—8 B生在學校作息計畫能力表現分析摘要 89
表4—9 B生在搭火車計畫能力表現分析摘要 89
表4—10 B生在料理食物計畫能力表現分析摘要 90
表4-11 C生在洗滌衣物計畫能力表現分析摘要 91
表4-12 C生在學校作息計畫能力表現分析摘要 91
表4-13 C生在搭火車計畫能力表現分析摘要 92
表4-14 C生在料理食物計畫能力表現分析摘要 92
表4-15 A生在洗滌衣物學習成效分析摘要 97
表4-16 A生在學校作息學習成效分析摘要 97
表4-17 A生在搭火車學習成效分析摘要 98
表4-18 A生在料理食物學習成效分析摘要 98
表4-19 B生在洗滌衣物學習成效分析摘要 99
表4-20 B生在學校作息學習成效分析摘要 100
表4-21 B生在搭火車學習成效分析摘要 100
表4-22 B生在料理食物學習成效分析摘要 101
表4-23 C生在洗滌衣物學習成效分析摘要 102
表4-24 C生在學校作息學習成效分析摘要 102
表4-25 C生在搭火車學習成效分析摘要 103
表4-26 C生在料理食物學習成效分析摘要 103

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