通例課程設計對國小中度智能障礙學生有效日期判斷之學習成效之研究

The Effects of General Case Programming on Expired Date Judgement for Elementary Students with Moderate Intellectual Disabilities

何淑貞(Shu-Chen Ho)

指導教授 ： 何素華

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200800460

摘要

本研究旨在探討「通例課程設計」對國小中度智能障礙學生有效日期判斷之學習成效。研究方法採單一受試研究法之跨受試多探試實驗設計，以三名十歲至十二歲之中度智能障礙學生為研究對象。依據學生個別能力，應用通例課程設計之原則，設計個別化有效日期判斷教學方案，進行為期八週，每週五次的教學實驗與評量。利用視覺分析及簡化時間系列分析法檢驗通例課程設計對三名學生在有效日期判斷學習之立即、類化與保留成效，並透過意見訪談來了解受試家長對本教學成效之看法與建議。

本研究之結果如下：

一、通例課程設計對國小中度智能障礙學生在有效日期判斷上有良好的立即效果。

二、通例課程設計對國小中度智能障礙學生在有效日期判斷上有良好的類化效果。

三、通例課程設計對國小中度智能障礙學生在有效日期判斷上有良好的保留效果，但因學生能力不同其保留成效仍有個別差異存在

關鍵字

有效日期判斷 ； 通例課程設計 ； 中度智能障礙

並列摘要

The purpose of this study was to investigate the effects of general case programming on expired date judgement for elementary students with moderate intellectual disabilities. The present study designed a curriculum based on the general case programming strategy to teach three 10-12 year old elementary school students with moderate intellectual disabilities to learn expired date judgement skill for five hour per week over a period of eight-weeks. A multiple-probe across subject research design was used to evaluate the effectiveness of the curriculum. The data were analyzed through visual inspection and simplified time-series analysis. In addition, the social validity was evaluated by interviewing parents of three subjects.

The findings of this study indicated that the general case programming had positive effects on the acquisition of expired date judgement skill for elementary students with moderate intellectual disabilities. All the subjects learned expired date judgment skill and could generalize the learned skill into home and other community stores. The results also indicated good maintaince effect with individual difference.

並列關鍵字

moderate intellectual disabilities ； expired date judgement ； general case programming

參考文獻

張振東（1989）。時間的基本概念。哲學與文化，16（2），119-126。

鈕文英（2003)。啟智教育課程與教學設計。台北市：心理。

邱上真、詹士宜、王惠川、吳建志（1995）。解題歷程導向教學對國小四年級數學科低成就學生解題表現之成效研究。特殊教育與復健學報，4，75-108。

蕭毓秀、鍾靜（2002）。國小學生時間文字題的解題研究。國教學報，14， 21-42。

Bender M., & Valletutti P.J.（1985）. Teaching the moderately and severely handicapped: curriculum objectives, strategies, and activities. Baltimore: University Park Press.