以層級分析法探討特教班園藝課程之關鍵成功因素

本論文採用層級分析法，探討特教班實施園藝課程之關鍵成功因素，在實際擔任園藝課程教師的過程中，有些許園藝課程之教學經驗，加上參閱相關文獻，與專家商討出三個構面、十二個因素，依此加以設計問卷，並邀請擔任農園藝之教師協助填答問卷，整理教師填答之問卷，依此再採用POWER CHOICE之統計分析軟體，進行分析此十二個因素所占重要程度。結果顯示，「課程設計」構面下的「適合學生程度」為最受重視之因素；其次為「教學進行」構面下之「結構化教學」；第三者為「適配之場域」構面下之「相關輔具及設施」。在全區問卷的分析結果，十二個因素依重要程度，排序如下：1「適合學生程度」、2「結構化教學」、3「相關輔具或設施」、4「符合教學目標」、5「作物選擇與實作」、6「無障礙設施」、7「實習場所」、8「同儕支持」、9「教師助理員」、10「參與學生人數」、11「學習成效評量」、12「科技輔助學習」。在構面底下之各項因素，調查之結果，排序第一者，皆為「適合學生程度」，排序第十二者（最後）皆為「科技輔助學習」。以上為本研究分析出「影響特教班施行園藝課程之關鍵成功因素」，提供給農園藝教師將來教學決策時之參考。

關鍵字

層級分析法；特教班；園藝課程；關鍵成功因素

並列摘要

The analytic hierarchy process method in this thesis was used to explore the key success factors for the implementation of gardening courses in special education classes. In the process of actually serving as a gardening course teacher, I had some teaching experience in gardening courses, plus referring to relevant literature, and discussed with experts to come up with three aspects and twelve factors, a questionnaire was designed based on this. Agricultural and horticulture teachers were invited to assist in filling out the questionnaire, and the questionnaires filled in by the teachers were organized. In addition, the statistical analysis software of Power Choice was used to analyze the importance of these twelve factors. The results show that "suitability for students" under the "curriculum design" aspect is the most important factor; the second is "structured teaching" under the "teaching conduct" aspect; and the third is "adaptive field" "related assistive devices and facilities" under the aspect. According to the analysis results of the district-wide questionnaire, the twelve factors are ranked as follows in order of importance: suitable for students, structured teaching, related assistive aids or facilities, meeting teaching objectives, crop selection and implementation, barrier-free facilities, practice site, peer support, teacher assistant, number of participating students, learning effectiveness evaluation, and technology-assisted learning. Among the various factors under the aspect, according to the survey results, the first ranked factors are all “suitable for students”, and the twelfth ranked factors (last) are all “technology-assisted learning”. The above is the analysis of the "key success factors affecting the implementation of horticulture courses in special education classes" analyzed by this study and provides a reference for agriculture and horticulture teachers to make future teaching decisions.