運用影片示範教學提升國中資源班學生學習適應行為之成效

本研究旨在探討利用影片示範教學提升國中階段資源班學生的學習適應行為之成效。採用單一受試實驗研究法之跨受試實驗設計，研究對象為三名國中階段之資源班學生，其障礙類別分別為學習障礙、注意力不足過動症以及自閉症。期望透過自變項「影片示範教學策略」，來提升研究對象對「學習適應行為（資源班之課前準備及課後收拾工作）」之認知瞭解程度，並進而帶動其學習適應行為表現的提升。以視覺分析法分析其習得與維持及近端類化成效。並於實驗介入前後分別訪談研究對象本人、資源班教師與同儕、普通班教師等人，用以進行遠端類化效果的觀察並建立本研究之社會效度。研究結果如下：一、影片示範教學能確實有效的提升國中階段資源班學生對課前準備及課後收拾工作的認知瞭解程度。二、影片示範教學能確實提升國中階段資源班學生課前準備及課後收拾工作之表現水準，且習得與維持及類化成效均具有正向的表現。三、研究參與者本人、資源班教師與同儕及普通班導師，均肯定影片示範教學的成效，顯示本研究具有一定程度以上的社會效度。

關鍵字

單一受試；資源班學生；學習適應行為；影片示範教學

並列摘要

The purpose of this study was to examine the effectiveness on learning adaptive behaviors of junior high school students in a resource class by using video modeling intervention. A single-subject experimental design of multiple-baseline design across subjects was used in this study. Three of the junior high school students in the resource class were participants in this study including one with learning disabilities, another with hyperactivity disorder, and the other with an autism. The independent variable was video modeling intervention, and the dependent variable was the learning adaptive behaviors, the pre-class preparation and the post-class work. It was expected to enhance students' cognitive understanding of learning adaptive behaviors, and furthermore to improve their learning adaptive behaviors performance. Visual inspection technique was applied to analyze the effectiveness of learning, maintenance, and generalization. Before and after the experiment, the study subjects, resource class teachers and peers, ordinary class teachers were interviewed to observe Far-end effect, and to access the social validity of this study. The results were as follows: 1. The video modeling intervention can effectively enhance students’ cognitive understanding of the pre-class preparation and the post-class work. 2. The video modeling intervention can effectively improve students’ pre-class preparation and the post-class work performance. The learning, maintenance, and generalization are positive performed. 3. The participants themselves, resource class teachers, peers, and ordinary class instructors affirm the effectiveness of the video modeling intervention, which shows that this study had some degree of social validity.