冒險教育活動方案對國中學習障礙伴隨社交缺陷學生社交技巧影響之研究

本研究旨在探討冒險教育活動方案對國中階段學習障礙伴隨社交技巧缺陷學生影響。隨著冒險教育的發展，在普通教育現場證實冒險教育能提升學習者的人際互動與社交能力，但在特殊教育領域卻少有相關之研究。本研究以行動研究方式進行教學現場問題探討。針對九名國中學習障礙伴隨社交技巧缺陷學生，透過平面式冒險教育活動方案實施，以國民中小學社交技巧檢核表、訪談與觀察等進行評估分析其對社交技巧影響與其影響因素。在行動研究歷程中，透過協同教學者、助理引導員與督導的對話討論，修正行動研究的計畫與執行。本研究結果發現如下：一、國中學習障礙學生在實施冒險教育方案後，學習障礙學生在國民中小學社交技巧行為特徵檢核表之前後測平均分數降低，呈現正向之進步趨勢。二、方案介入後，學習障礙學生在社交技巧之從衝動回應到等待傾聽的過程、從沉默到表達意見的轉變、從被動到主動參與的歷程、從干擾到遵守規範的進步、主動促進團隊討論的轉變、從易怒到控制情緒的過程與從活動中覺察個人互動的行為獲得提升。三、探究影響活動方案的因素為：引導反思促進學習聚焦、團隊互動強化行為建立、動態活動增進學習效益、對話溝通的真實情境、關注學生的社會行為、團隊成員的友善接納與行動計畫的遷移應用。最後，研究者依據研究結果進一步提供冒險教育在特殊教育領域運用之建議，並以個人在行動研究從計畫、執行與分析的歷程中進行研究反思。

關鍵字

冒險教育；學習障礙；社交缺陷

並列摘要

As Adventure Education is getting successful by the prove of researchers, it can improve interpersonal relationship of learners in general education. However, there are fewer studies in special education. The purpose of this study is to investigate the adventure education program on students with learning disability and social skill deficit in junior high school. Action research was being used as the method of this study. The study consisted of 9 students with learning disability and social skill deficit in junior high school as participants in portable adventure activities. The data was collected by the social skill behaviors and characters scale for elementary and junior school, observation, interview, journal, and sound-recording. In the progress of action research, the program was adapted by the discussion of the observer, the assistant facilitator and the supervisor. The major findings are the followings: 1. After implementing the teaching involvement, the average score of posttest declined, comparatively lower than the one of pretest. The result presents an advancing trend. 2. There are seven essential respects about the social skills of student in portable adventure activities: from impulsing to waiting during the daily dialogue, change from silence to expression, from passive to active participation in activities, from interference to the participation with group rules, active interaction for the group discussion, from irritability to emotion management, and the self-perception. 3. The influence of program outcomes includs the guided reflection, the group interaction process, the learning method, the conversational situation, the observation of process of students’ learning, the acceptance of group members, and the formulation of action plan. In last chapter, some suggestions for continuing research to special education are based on the findings and the limitations of this study. Finally, researcher has some reflection on planning, implement, data collection, and analysis.