WebQuest運用於特殊教育學校高職部學生社區生活課程之行動研究

本研究昌在以WebQuest教學方式在特殊教育學校高職部學生社區生活課程進行教學，藉此了解高職階段特教育學生以WebQuest教學模式融入社區生活課程中實施困難及問題解決之道、學生的學習表現及學習感受，同時也試圖了解學生在使用WebQuest學習時的學習態度與學習成果，最後提出當前教師應用WebQuest教學方式與實施工具的具體建議。本研究是以某特殊教育學校三年紋中重度智能障礙學生為研究對象，研究班級為實施分組教學的14位學生，經學校教學研究會列為學習能力最佳組別的學生。研究者通過行動研究的方式，自行設計教學活動與網站，透過觀察、訪談、問卷、教學省思、學習單等方式，從中蒐集教學與學生的資料，加以整理與分析資料進行研究。研究結果發現：(1)影響學生實施WebQuest教學的因素有特間壓力、網路系統的順暢性、學生語文能力與資訊素養、學生合作學習的技巧。(2)WebQuest教學對特殊教育學生有正向提升學習動機與學習效果，且可獲得成就感與滿足感。(3)學生的閱讀能力、資訊素養、學習先備知識皆會影響學習，求助老師是學生常見的解決問題策略。(4)教師應用WebQuest網頁融入教學需思考符合特殊教育學生的教學內容、教學策略、任務難易度及資訊科技應用等因素。

關鍵字

WebQuest ；社區生活課程；特殊教育；行動研究

並列摘要

This study aimed to get insight into the class in which teachers employed WebQuest to teach special education students in the special education high school, particularly to focus on identifying the barriers of combining WebQuest and Community Life Curriculum in one class, to explore the solutions 10 the problems found in the ”WebQuest classroom”, and investigate student performance and feedback. Simultaneously, the researcher made an attempt to understand student teaming attitudes and outcomes after they experienced how to use WebQuest in class. Furthermore, specific suggestions about how to apply WebQuest in the classroom and the related measures are provided for current teachers. Through observations, interviews, questionnaires, teacher reflection, worksheets, etc., the researcher collected data from the leaching activities and websites designed by the researcher herself. The collected data were organized and then analyzed carefully. The findings of the study are as follows: First, time concern, f1uency of the network system, student language proficiency as well as information literacy, and student cooperative skills were the crucial factors that affected the application of WebQuest in the classroom. Second, teaching WebQuest could positively reinforce special education students' learning motivation and help them study more effectively. In this manner, student fulfillment and satisfaction came spontaneously with the application of WebQuest. Third, student reading proficiency， information literacy, and prior knowledge all inf1uenced their learning. When encountering problems, the most common way for students to solve their problems was to ask for the teacher's help. Fourth, the researcher recommends that teachers who intend to integrate WebQuest websites into teaching need to carefully consider what kind of teaching material, teaching strategy, difficulty level, technology, and information best suit special education students.