高職特教班學生參與園藝活動課程學習成效與動機之研究

本研究旨在探討園藝活動課程的高職特教班學生學習成效與動機之研究。研究方法採前實驗設計的單組前後測設計，研究對象為十名高職特教班園藝組智能障礙學生，自變項為期八週，每週五節課的園藝活動方案介入，依變項為學習動機和學習成效。課程前、課程結束後分別進行資料收集。本研究所使用研究工具為「學生園藝活動學習成效教師評估量表」、「學生園藝活動學習動機自我評定量表」。本研究量化分析採描述性統計及成對樣本t檢定，並分析是否有顯著性差異；質化分析則是每次課程的學習單、觀察記錄及訪談紀錄以了解受試者看法及意見。研究結果如下：一、園藝活動會提高智能障礙學生的學習成效。受試者在「學生園藝活動學習成效教師評估量表」整體總分上，有顯著進步，其中「生理/知覺能力」、「社會互動」、「認知能力」、「情緒狀況」、「休閒興趣」等五向度的表現皆比介入前有進步。二、園藝活動會提高智能障礙學生的學習動機。受試者在「學生園藝活動學習動機自我評定量表」整體總分上，有顯著進步，其中「認知層面」、「技能層面」、「情意層面」等三向度的表現皆比介入前有進步。根據上述研究結果，分別對於「學校」、「教師」、及「未來研究」提出具體建議。

關鍵字

園藝活動課程；學習成效；學習動機；高職特教班學生

並列摘要

The purpose of study is to investigate of horticultural courses on the learning effectiveness and motivation of the special education students in vocational high school. The reach approach adopts pre-experimental one-group pretest-posttest design. The subjects of test are ten mentally-challenged vocational high school students in horticultural curriculum, high school special education. The independent variable of study is a 5-hour-per-week therapeutic horticultural activity program totally for 8 weeks. And the dependent variable is learning effectiveness as well as motivation. Data are collected immediately before and after each program. The study adopts two scales as research tools —“The teacher -Assessment-scale on student's learning effectiveness of H.A.” and “The self-Assessment-scale on student's learning motivation of H.A.” The quantitative analysis of study adopts descriptive statistics and paired t-test to assess whether significant differences exist between paired means. The qualitative analysis adopts learning sheet, observation record and interview record to understand the testee’s views and opinions. Results of this study were summarized as followings： 1.The horticultural courses will promote the mentally-challenged student's learning effectiveness. The testee has significantly improved on scale “The teacher- Assessment-scale on student's learning effectiveness of H.A.,” in which indexes such as physical/perceptual ability, social interaction, cognitive ability, emotional status and leisure interest are improved after therapeutic interference. 2.The horticultural courses will stimulate the mentally-challenged student's learning motivation. The testee has significantly improved on the scale “The self- Assessment- scale on student's learning motivation of H.A.,” in which indexes such as cognitive level, psychomotor level and affective level are improved after therapeutic interference. Based upon the findings, the recommendation for schools, teachers and following researchers are proposed.