擬真教具輔助教學對國中智能障礙學生性教育教學成效之研究

Effects of Instruction on Sexuality Education with Simulated Teaching Aids to Junior High School Children with Intellectual Disabilities

許琇惠(Hsiu-Hui Hsu)

指導教授 ： 杜正治

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在探討擬真教具輔助教學對國中智能障礙學生性教育之教學成效。研究採用單一受試研究法之跨行為多探試設計，以三位安置於台北市某國中自足式特教班之智能障礙學生為對象。研究之自變項為教學介入「擬真教具輔助教學」，教學內容包含「性生理知識」、「性生理衛生保健」以及「自我保護」三個單元，依變項則為三位參與者之性教育教學成效。教學介入為期四週，共計十五次教學活動，教學介入撤除後兩週進入維持期，每單元之維持期評量三次。研究者以自編「性教育學習成效評量表」評量參與者在「性生理知識」、「性生理衛生保健」以及「自我保護」三個單元不同研究階段之學習表現，評量資料進一步藉以視覺分析與C統計，分析教學介入之成效。研究者並以自編之「擬真教具輔助性教育教學接受度問卷」調查參與者、參與者同儕以及觀察者對於擬真教具之接受度。本研究所得結論顯示：
　　一、擬真教具輔助教學能提升三位參與者在「性生理知識」之答題正確百分率，且具良好之維持效果。
　　二、擬真教具輔助教學能提升三位參與者在「性生理衛生保健」之答題正確百分率，且具良好之立即與維持效果。
　　三、擬真教具輔助教學能提升三位參與者在「自我保護」之答題正確百分率，且具良好之維持效果。
　　四、本研究之參與者、參與者同儕以及觀察者對擬真教具輔助教學之接受度高。
　　本研究並根據研究結果，提供相關建議，做為未來教學與研究參考。

關鍵字

擬真教具 ； 智能障礙 ； 性教育

並列摘要

The primary purpose of this study was to examine the effects of instruction on sexuality education with simulated teaching aids to students with intellectual disabilities in junior high school. A single-subject experimental study of multiple probe design across behaviors was used. This study evaluated the experiment effects on three participants who were with mild to moderate intellectual disabilities and were placed in special education class in a junior high school in Taipei City. The independent variable of the study was instruction with simulated teaching aids, whereas the dependent variable was the effect of the instruction. The sexuality education consisted of three topics, which were “physiology of sex”, “hygiene of sex”, and “self protection”. During four weeks, fifteen experimental lessons were given. Retention phases began two weeks after experimental lessons were finished. Participants were evaluated once a day in the three days. A researcher-made scale was used to evaluate participants’ studying performances. Data were analyzed mainly through visual analysis, and C statistics was also used as an auxiliary analysis. A researcher-made questionnaire was used to investigate how acceptable the simulated teaching aids were. The study ended up with four major conclusions as following:
1.Instruction with simulated teaching aids resulted in enhanced and retained effects on “physiology of sex” to three participants.
2.Instruction with simulated teaching aids resulted in enhanced, immediate and retained effects on “hygiene of sex” to three participants.
3.Instruction with simulated teaching aids resulted in enhanced and retained effects on “self protection” to three participants.
4.The simulated teaching aids are highly acceptable for three participants, a peer of the participants and the scrutator.
　　Further suggestions were proposed for studies and instruction as references in the future.

並列關鍵字

Simulated Teaching Aids ； Intellectual Disabilities ； Sexuality Education

參考文獻

林燕卿（2002）：校園性教育手冊。臺北市：幼獅。

林燕卿（2010）：影響家長及教師對智能障礙者執行性教育的因素。特殊教育季刊，117，1-6。

鈕文英（2003）：啟智教育課程與教學設計。台北：心理。

黃璉華（1993）：談智障者的性教育。護理雜誌，40（4），91-96。

黃德州、何素華（2009）：直接教學模式對國小智能障礙學生性騷擾防治學習成效之研究。特殊教育與復健學報，21，19-48。