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研究生:蔡雅芬
研究生(外文):Ya-fen Tasi
論文名稱:適性化問題導向合作式專業團隊學習成效之研究—以重度及多重障礙特殊教育專業團隊為例
論文名稱(外文):A Study of the Effects of Adaptive Problem-based Collaborative Professional Teamwork: Using Collaborative Teams for Students with Severe and Multiple Disabilities as an Example
指導教授:朱慧娟朱慧娟引用關係
指導教授(外文):Hui-Chuan Chu
學位類別:碩士
校院名稱:國立臺南大學
系所名稱:重度障礙研究所
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:2009
畢業學年度:97
語文別:中文
論文頁數:240
中文關鍵詞:合作學習適性化特殊教育專業團隊問題導向式學習多重障礙重度障礙
外文關鍵詞:problem-based learningmultiple disabilitiescollaborative teamadaptivesevere disabilitiescollaborative learning
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本研究主要在探討適性化與隨機化角色分派之問題導向專業團隊合作學習對於各專業成員在特殊教育、物理治療、職能治療、語言治療與綜合領域專業知識測驗得分、合作學習歷程評量得分(自評與同儕互評)及個案問題解決方案產出評量得分之影響。研究方法採前後測準實驗設計,並輔以蒐集小組討論紀錄及工作坊課程回饋問卷等質性資料進行探究。研究對象為共36名領有證照且具教育或醫療實務經驗之特教教師、物理治療師、職能治療師及語言治療師,其中實驗組與對照組各為四組,分別接受15小時之適性化與隨機化角色分派之問題導向專業團隊合作學習方案。本研究主要發現如下:
一、 實驗組在綜合領域專業知識表現上顯著優於對照組;當受試者之主要服務對象為兒童時,則顯著差異更大。
二、 實驗組在物理治療、職能治療、語言治療領域專業知識表現上顯著優於對照組,然而兩組在特殊教育領域專業知識表現上沒有顯著差異。
三、 兩組在合作學習歷程自我評量得分之總分與各向度得分沒有顯著差異,但有穩定成長的趨勢。
四、 實驗組在合作學習歷程同儕互評之總分與各向度得分上顯著優於對照組。
五、 實驗組在個案問題解決方案產出評量之總分與各向度得分上顯著優於對照組。
六、 大部分受試者同意此次問題導向專業團隊合作學習的模式有助於個人在特殊教育、物理治療、職能治療、語言治療及兒童療育相關領域的專業成長。

研究者根據本研究結果,提出未來專業團隊合作實務及相關研究之建議。
The purpose of this study was to investigate the effects of adaptive versus randomized role assignment in problem-based collaborative professional teamwork on professional knowledge of special education, physical therapy, occupational therapy, speech therapy, collaborative learning process, and team-based problem solution plan to the student’s challenges. An independent sample pretest-posttest quasi-experimental design was used in this study. In addition, the qualitative analysis was also used to analyze the data from participants’ feedback and records of the team discussion. A total of 36 special education teachers, physical therapists, occupational therapists, and speech therapists were assigned into two groups, and the samples were composed of 17 participants in the experimental group and 19 in the control group. This study took place with a total of 15 hours. The major results of this study were:
1. The total score on the Professional Knowledge Test of special education, physical therapy, occupational therapy, speech therapy of the experimental group was significantly higher than that of control group.
2. Participants in the experimental group had a significantly higher average scores on the “physical therapy”, “occupational therapy” and “speech therapy” subtests than the control group; however, there was no significant difference in the “special education” subtest.
3. There were no significant differences in the total score and subtest scores on the self- evaluation of collaborative learning process between the experimental group and the control group.
4. The total score and subtest scores of peer assessment on collaborative learning process in the experimental group were significant higher when compared with those of the participants in the control group.
5. The total score and subtest scores of self- evaluation of team-based problem solution plan to the student’s challenges in the experimental group were significant higher when compared with those of the participants in the control group.
6. Most participants agreed that the learning model of problem-based collaborative professional teamwork was helpful to promote their professional development on special education, physical therapy, occupational therapy, and speech therapy.

Based on the results of this study, the implication of this study in collaborative teams and the future research of this field was discussed.
中文摘要………………………………………..………………i
英文摘要………………………………………..……………..iii
謝誌………………………………………..…………………..v
目次…………………………………………………………..vii
表次…………………………………………………………….x
圖次………………………………………………….……………….…xii
第一章 緒論
第一節 研究動機…………………………………………………1
第二節 研究目的…………………………………………………5
第三節 待答問題…………………………………………………6
第四節 名詞釋義…………………………………………………7
第二章 文獻探討
第一節 重度及多重障礙學生之特質及需求…………………..11
第二節 特殊教育專業團隊合作及其相關研究……………..…23
第三節 團隊發展之相關研究…………………………………..45
第四節 問題導向式學習及其相關研究………………………..70
第五節 合作學習及其相關研究………………………………..87

第三章 研究方法
第一節 研究設計……………………………………………….103
第二節 研究對象……………………………………...………..109
第三節 研究流程與架構……………………………………….113
第四節 問題導向專業團隊合作學習方案設計與實施……….120
第五節 研究工具……………………………………………….123
第六節 資料處理與統計分析…………………….……………132
第四章 結果與討論
第一節 重度重度及多重障礙教育專業團隊合作專業知識綜合測驗得分之差異分析……………………………….…137
第二節 合作學習歷程評量得分之差異分析…………….……142
第三節 個案問題解決方案產出評量得分之差異分析…….…145
第四節 小組討論紀錄資料之結果分析………………….……147
第五節 受試者回饋意見分析………………………….………154
第六節 綜合討論……………………………………………….161
第五章 結論與建議
第一節 結論…………………………………………….………166
第二節 建議…………………………………………….………169


參考文獻
中文部份………………………………………………………………173
西文部分…………………………………………………………...….180
附錄
附錄ㄧ 問題導向合作團隊合作學習歷程自評及互評問卷………193
附錄二 工作坊公告與流程表………………………………………196
附錄三 團隊角色自我覺知量表…………………………….……...202
附錄四 實驗前測驗卷-專業知識綜合測驗(A)………..……...204
附錄五 學者專家名單……………….……………………..……….212
附錄六 階段流程與角色任務表…………………………………....213
附錄七 階段流程與角色任務範例表……………………..………..217
附錄八 團隊討論記錄表………………………………………..…..224
附錄九 個案問題解決方案評量問卷………..……………………..225
附錄十 實驗後測驗卷-專業知識綜合測驗(B)…………………226
附錄十一 工作坊課程回饋問卷………………………………..…..235
附錄十二 程序信度檢核表………………………………………....236
附錄十三 實驗小組討論實錄示例………………..…………..……237
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