音樂教師面對自閉症譜系障礙(ASD)兒童的個別教學經驗探索

本研究旨在了解音樂課教師指導自閉症譜系障礙（ASD）兒童的個別教學經驗，採質性研究，以立意取樣，訪談四位音樂教師，運用一對一、半結構式的深度訪談，錄音逐字稿是依照Lieblich、Tuval-Mashiach與Zilber的「整體—內容」的資料分析方式，呈現四位研究參與者和自閉症兒童的教學經驗歷程。研究結果呈現三大主題如下：一、教學困境，包含（一）自閉症兒童情緒難掌控（二）家長的干預（三）教學過程中，體力的調整與教學模式的轉換。二、懷抱的教學信念，包含（一）正向教學，包容接納（二）尊重差異，實踐多元（三）始終陪伴，永不放棄。三、力行的教學實踐，包含（一）尋找合夥，家長同行（二）獲得認同，贏得注視（三）善用策略，成果發表（四）姿態謙卑，反思回饋。本研究結果顯示音樂教師的教學態度、教學理念、教學作為、教學反思、以及教學壓力因應策略是正向的，對於音樂教師教學成長以及自閉症譜系障礙（ASD）兒童學習成效有正面影響。本研究結果有助於增進音樂教師對自閉症譜系障礙（ASD）兒童的教學經驗，及其教學經驗形成之相關因素的了解，不僅提供音樂教師參考學習，也可適用和自閉症譜系障礙（ASD）兒童有接觸的教育人員及家長研究參考。

關鍵字

自閉症譜系障礙（ASD）兒童；個別音樂課程；教學經驗

並列摘要

The purpose of this study is to understand individual teaching experience of music teachers when guiding children with autism spectrum disorder (ASD). Qualitative research is based on purposive sampling of interviews with four music teachers. Using one-on-one, semi-structured in-depth interviews, recording verbatim manuscript is based on Lieblic, Tuval-Mashiac & Zilber and their "whole-content" data analysis method. Presenting four teaching experiences of research participants when they teach children with autism spectrum disorder. The research results show three major themes: 1. Teaching dilemmas includes (1) autistic children's emotional control (2) parental intervention (3) physical adjustment and conversion of teaching mode in teaching. 2. Embracing teaching beliefs includes (1) positive teaching, inclusive acceptance (2) respect for differences, practice diversity (3) always accompany, never give up. 3. Practice of teaching includes (1) building a positive partnership, cooperating with parents (2) obtaining the identity or attention from autistic children (3) making appropriate use of teaching strategies (4) reflecting and correcting teaching practices. The results of this study show: the teaching attitude, teaching philosophy, teaching behavior, teaching reflection and teaching stress response strategies of individual music teachers are positive. There are positive impacts on the growth of music teachers and the learning outcomes of students with autism spectrum disorder. The results of this study help the learning and teaching experiences of students with autism spectrum disorder’s music teachers to improve and related factors of their teaching experience, on the whole. They not only provide references learning for music teachers for children with autism, but also apply for the educators and parents that are in contact with autism children.