摘要

本研究的主要目的在於探討同儕指導社交技巧教學方案的教育介入，能否提昇融合安置的智能障礙學生之口語行為與非口語溝通的社交技巧能力，使自我行為符合所處的環境，幫助個案達到人際互動的目的。研究方法為質性的行動研究法，研究對象為融合安置於研究者班上的一位中度智能障礙學生。
研究的結果如下：

（一）融合教育能提供智能障礙學生獲得更多觀察、模仿、學習的機會，提昇智能障礙學生適當行為表現的社交技巧；使普通學生有機會認識與自己不同的人，對異質性的個體有較高的尊重與包容。

（二）融合教育班級的智能障礙學生，經由課堂中社交技巧教學方案的實施，以及課後同儕輔助網的指導，其口語行為與非口語溝通的社交技巧有顯著的進步。

（三）同儕指導社交技巧教學方案的實施，普通學生經由不斷協助智能障礙學生的歷程，對智能障礙學生有較大的包容力，並對智能障礙學生的接納程度提高。

（四）社交技巧教學方案實施的歷程中，研究者有系統的運用行為管理程序、促使同儕之間建立合諧的氣氛、建立良好師生關係，且不斷省思、改進教學方案，促進教師自我專業知能的成長。

最後，根據研究的發現與結論，提出相關的建議，以供教育工作者與未來研究的參考。








關鍵字：同儕指導、社交技巧教學方案、融合安置、智能障礙

An Action Research of Social Skills Instruction Programs on Inclusive Education Class for Mental Retardation Student Abstract
The main purpose of this study was to explore if the interference of peer-tutoring social skills instruction programs could promote an inclusive education class with mental retardation student’s social skills of verbal and nonverbal communication to make his behavior more accordant with his environment and achieve better interaction with others. Qualitative research design was adopted in this action research. The subject in this study was a moderate mental retardation student in an inclusive education class.
Major consequences of this study were as follows：
（1） Inclusive education can provide a mental retardation student to attain more chances of observation, imitation and learning and to promote his social skills of appropriate behavior It also gives normal students chances to know a person who is different from themselves and they would have higher respect and tolerance to a different individual.
（2） In an inclusive education class, a mental retardation student’s social skills of verbal and nonverbal communication would make a prominent progress through practice of social skills instruction programs and direction of peer networking after class.
（3） The practice of peer-tutoring social skills instruction programs, normal students would have more tolerance and acceptance to mental retardation students by helping them continually.
（4） In progress of the social skills instruction programs, a researcher improves his or her professional knowledge by organized practice of behavior management procedure, the establishment of harmonic atmosphere among peers, building good relationship between teacher and students, and promotion of social skills instruction programs with constant speculation.
In conclusion, according to the findings and results, this research offers relative suggestions to educators and researchers in the future for references.

Key words：peer tutoring
social skills instruction programs
inclusive education class
mental retardation

目 次
第一章 緒論..................................1
第一節 研究背景與動機.................................1
第二節 研究目的.......................................6
第三節 研究問題.......................................8
第四節 名詞釋義.......................................9
第二章 文獻探討.............................11
第一節 融合教育的意涵................................11
第二節 智能障礙學生的特質............................22
第三節 智能障礙學生社交技巧的探討....................27
第三章 研究方法.............................45
第一節 研究對象......................................45
第二節 研究者的角色定位..............................48
第三節 研究場域......................................49
第四節 研究設計......................................52
第五節 研究資料蒐集..................................54
第六節 研究資料整理與分析............................55
第四章 研究結果.............................57
第一節 探索個案的社交技巧能力........................57
第二節 社交技巧教學方案對個案與普通學生之影響........65第三節 研究者專業成長的改變.........................110
第五章 結論與建議..........................125
第一節 結論.........................................125
第二節 建議.........................................128
曲終情未了..........................................131
參考文獻............................................137
中文部分............................................137
西文部分............................................142
附錄一 教學起點行為評量問卷.........................154
附錄二 社交技巧教學活動設計五.......................155
附錄三 社交技巧教學後的回饋問卷.....................159
附錄四 十次教學後的回饋問卷.........................160

圖表目次
表3-1資料編碼對照表....................................55
表4-1社交技巧教學目標與教學活動表.....................58
圖3-1座位平面圖.......................................50
圖3-2行動研究流程圖...................................53

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