自我教導策略結合同儕互評對高職輕度智能障礙學生門市服務櫃台作業學習成果之行動研究

An Action Research on the Learning Outcomes of Self-instruction Strategy and Peer Assessment on Retail Services Counter Operation of Vocational High School Students with Mild Intellectual Disability

李佳樺(Chia-Hua Lee)

指導教授 ： 蔡森暉

淡江大學/教育學院/教育科技學系數位學習在職專班/碩士(2018年)

https://doi.org/10.6846/TKU.2018.00304

摘要

高職階段身心障礙學生人數，以智能障礙居第二。其中進到綜合職能科就讀者以「輕度」智能障礙為主，因應本校為商業學校及設科目的-「畢業即就業」，為讓智能障礙學生畢業後順利就業並有相當程度的工作技能及態度，本校於二年級安排考照課程。本研究以「門市服務」為授課內容，將「自我教導策略」結合「同儕互評」運用在門市服務櫃台作業教學上，以行動研究的方式從中觀察、記錄學生學習狀態，再進行研究者本身
反思、調整及修正，以達到學生最佳學習成果。
本研究目的與待答問題如下：1.探討自我教導策略結合同儕互評對學生在門市服務櫃台作業之學習成果為何；2.探討學生對於自我教導策略結合同儕互評的看法；3.探討學生對自我教導策略結合同儕互評的學習態度與動機為何；4.執行自我教導策略及同儕互評在教學過程中遇到的困難及解決方法為何；5.透過研究反思，教師在自我教導策略及同儕互評對教學上的專業成長如何。
研究結果顯示：1.學生透過自我教導策略結合同儕互評習得櫃台作業成果良好；2.學生對於自我教導策略結合同儕互評皆抱持正面態度；3.學生對自我教導策略學習態度良好且積極；4.研究者遭遇困境為人手不足，無法確實記錄每位學生學習狀況，需增加人力或架設錄影設備；5.研究者的專業成長為能將繁瑣的櫃台作業加以工作分析成智能障礙學生可以吸收且能感到有成就的學習。

關鍵字

高職輕度智能障礙 ； 自我教導策略 ； 同儕互評 ； 門市服務

並列摘要

Amongst the students with disabilities in vocational high school, those with intellectual disability are the second most common. In the Department of Special Education of our school, such students are mainly students with “mild” intellectual disability. In order to meet the “occupation upon graduation” goal of our school and our department, and to equip intellectually disabled students with proper skill set and working attitude, our school has arranged for technician certification trainings for 2nd year students. In the teaching of “retail services counter operation”, the researcher made use of “self-instruction strategies” combined with “peer assessment.” The learning status of students was observed through action research for further reflection, adjustment, and change by the researcher to achieve optimal learning results for students.
The purpose and questions of this study are as below: 1. Exploring students' learning results in retail service counter operation when combining self-instruction strategy with peer assessment; 2. Exploring students' views on self-instruction strategies and peer assessment; 3. Exploring students' learning behavior and motives in self-instruction strategy and peer assessment; 4. The problems met when executing self-instruction strategy and peer assessment, and the solutions to them; 5. Through reflection of this study, how is the professional growth of teachers affected by self-instruction strategy and peer assessment.
Study results showed: 1. Students showed satisfactory results when combining self-instruction strategy with peer assessment; 2. Students held a positive attitude towards both self-instruction strategy and peer assessment; 3. Students showed good learning behavior in self-instruction strategy; 4. Because of a shortage of manpower, the researcher cannot maintain a detailed record of the learning situation of every student. To solve this problem,
increased manpower and the installation of a video camera in the classroom are needed; 5. The professional development of the teacher may help simplify complex procedures of retail service counter operation and thus help students with intellectual disability to better absorb
the teaching material. Consequently, students’ sense of achievement will be promoted.

並列關鍵字

vocational high school mild intellectual disability ； self-instruction strategy ； peer assessment ； retail service

參考文獻

一、中文部分

于富雲、鄭守杰(2003)。同儕互評的理念與實踐。教育研究月刊(107)，112-124。

于富雲、鄭守杰、杜明璋、陳德懷(2003)。網路同儕互評與評量標準來源對批判思考能力之影響。南師學報，37(2)，1-21。

王俊良(2007)。部落格小組互評在五年級國語文大意教學之研究。(未出版之碩士論文)。國立嘉義大學教育科技研究所，嘉義市。

朱敬光(1997)。教育心理學。台北：五南圖書。