摘要 本研究以一位就讀普通班五年級的國小中度智能障礙學生為研究對象,採取行動研究的方式,旨在協助其適應融合教育環境中的課堂轉換以及普通班國語科的學習。在本研究中透過資源班老師與普通班老師的合作,首先採用視覺提示策略設計行動方案解決學生課堂轉換的問題;其次,採用合作學習策略設計行動方案解決學生適應普通班國語科學習的問題。 整個行動歷程自九十四年十一月至九十五年十一月止,研究者以訪談紀錄、行動方案討論紀錄、入班觀察紀錄、研究札記以及評量紀錄等方式蒐集資料,經資料分析後,得到以下的結果: 1.在融合教育環境下,圖片式視覺提示的行動方案為協助中度智能障礙學生適應學校課堂轉換的可行方案。 2. 調整式合作學習輔以資源班預先教學的行動方案為協助中度智能障礙學生適應普通班國語科學習的可行方案。 3.透過行動歷程,不但個案適應學校生活的能力增加,導師、研究者與家長也都獲得了成長。
Abstract An action research was used in this study to enchance classroom transitions and Chinese learning toward a fifth- grade student with moderate mental retardation. Two strategies were adopted in this study. First, an action program was designed, which applied visual prompting strategy to facilitate the student’s classroom transitions in school. Second, cooperative learning strategy was applied to improve the student’s adaptation of Chinese learning. These actions were proceeded through the collaboration of a resource room teacher and a regular teacher. From November 2005 to November 2006, data was collected by records of interview, records of discussion, records of observation, research journals and records of assessment. The results of this study were as follows: 1.A picture prompting action program could be used to facilitate the classroom transitions of a student with moderate mental retardation in school. 2.An action program including modified cooperative learning and assisted teaching of a resource room teacher could be used to enchance the adaptation of Chinese learning toward a student with moderate mental retardation. 3.Not only this student had profits from these action processes but also her teachers and her parents.