國小課程調整之普特合作行動研究 -以小五數學「怎樣列式」為例

Collaborative Teaching Between General and Special Education of Adapting Curriculum： How to List Equation in Fifth Grade Math

何宗祐(Zong-You He)

指導教授 ： 黃澤洋

國立清華大學/竹師教育學院/特殊教育學系/碩士(2021年)

摘要

本研究旨在探討運用教師專業社群進行國小數學課程單元課程調整之普特合作。本研究參與者為兩位特殊教育教師、一位五年級普班級導師、四位特殊需求學生。研究方法採行動研究，透過自編前後測、自編課程學習單、普通班教師課程調整檢核表、教師專業社群會議紀錄、半結構式的教師訪談與學生訪談，以了解是否能透過普特合作給予普通班教師課程調整支持並讓特殊需求學生在原班接受調整性課程。
綜合歸納以上質性與量化的資料，研究者依據研究結果，提出以下幾點結論：
一、特殊教育教師平時與普通班教師建立良好關係，透過主動組成教師專業社群給予普通班教師在課程內容、教學歷程、學生評量，隨時根據師生互動現況進行調整支持。
二、普特合作下調整後課程，透過普特教師雙方課堂中觀察及課後課程學習單分析和前後測成績，發現特殊需求學生能在原班級中獲得良好學習，且能帶動原班級中低組學生學習表現。
三、教師專業社群之普特合作流程應增加會議次數並於會議中增加模擬試教，實際使用調整後學習單以提高雙方對於教材使用效能。

關鍵字

課程調整 ； 普特合作 ； 怎樣列式

並列摘要

The purpose of this study was to explore the use of teachers' professional learning community to adjust the curriculum of elementary school mathematics courses. Participants in this study were two special education teachers, a fifth-grade general class teacher and four students with special needs. The research method adopted action research, through teacher-made pretest and posttest, teacher-made worksheet, teacher curriculum adjustment checklist, teacher professional learning community meeting records, semi-structured teacher interviews and student interviews to understand whether the general special cooperation to support the course adjustment of general class teachers and allowed students with special needs to receive adjustment courses in the general class.
Based on the above qualitative and quantitative data, the researcher put forward the following conclusions:
1.Special education teachers should keep good relationship and actively organize teachers' professional learning community to provide general teachers with adjustment support regularly in curriculum content , process, and evaluation.
2.Adapting curriculum with collaborative teaching between general and special education. Through the observations in the classroom of both special teachers and general ,analysis teacher-made worksheet and pre and post-test results. It was found students with special needs can get good learning in the original class, and promoted the learning performance of students in the low groups in general class.
3.Teachers' professional learning community’ process of collaborative teaching between general and special education should increase the number of meetings and increase the Role-playing in the meeting, with using the adjusted learning work sheet to improve the use of teaching materials by both parties.

並列關鍵字

adapting curriculum ； collaborative teaching between general and special education ； how to list equation

參考文獻

李惠藺、蔡昆瀛（2009）。融合教育下特殊教育課程設計之探討。國小特殊教育，47，39-50。

楊智先（2007）。教師社群互動、工作希望感受與創造性轉化之關係：量化模式建構與典範案例分析（未出版之博士論文）。國立政治大學，臺北市。

中文部分

丁琴芳（2008）。國民小學教師專業學習社群發展之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。

王培旬（2011）。國小六年級融合教育班學智障學生數學課程教學調整之行動研究（未出版之碩士論文)。國立東華大學，花蓮縣。