應用主題式教學對提升國中資源班智能障礙學生表達能力之成效

智能障礙學生的教學，常需藉助特殊課程以及教材教法上的調整，以符合其特殊之學習需求。本研究以國中身心障礙資源班的三名智能障礙學生為研究對象，探討在溝通表達訓練課程中，應用主題式教學方案介入課程後，對於提升表達能力的成效。研究方法是採單一受試法之跨受試多基線設計，依據受試者在基線期的評量表現，分別進行五至十一個單元，每單元五十分鐘之主題式教學課程介入，並藉由臉書社團平臺進行評量，以蒐集三名受試對象在各實驗階段之語言樣本資料，再以視覺分析法以及Ｃ統計分析結果，以瞭解在主題式教學課程介入之後對於表達能力的成效。研究結果顯示，主題式教學課程介入後，對於三名受試者在表達能力之總句數，以視覺分析法分析結果，其中二名具有立即學習成效，但有一名未具有立即學習成效，且三名在Ｃ統計分析均未達顯著的統計水準；而在撤除介入後的六週，三名受試者以視覺分析法以及Ｃ統計分析結果均具有維持成效。此外，對於三名受試者在表達能力之平均句長，以視覺分析法分析結果，其中二名具有立即學習成效，但有一名未具有立即學習成效，且三名在Ｃ統計分析均未達顯著的統計水準；然而在撤除介入後的六週，三名受試者以視覺分析法以及Ｃ統計分析結果均具有維持成效。最後，依據研究的結果與討論所得，提出對於未來在研究對象、與研究領域方面的研究建議；此外，也提出包含：在教學單元的規劃、在教學內容及活動設計、在教學時間的規劃、對於學生身心狀況之掌控、以及電腦等多媒體教學輔助工具之運用等方面的實務教學建議。提供未來在相關主題式教學，對於國中資源班智能障礙學生研究及教學之參考。

關鍵字

主題式教學；不分類身心障礙資源班；智能障礙學生；表達能力；特殊學習需求

並列摘要

Teaching of students with intellectual disability often needs to use special courses and adjustments in teaching materials to comply with their special learning needs. In this research, three students with intellectual disability of the junior high school resource room were chosen as the research objects. Discuss the effectiveness of enhancing expression capabilities after the application of the thematic teaching program in communication and expression training courses. A single-subject research method for multiple baseline across subjects design was used. According to the subject’s evaluation in the baseline period , 5 to 11units, 50-minutes per unit of thematic teaching approach were intervened. And by the Facebook Platform to collect and elucidate the language samples of three students in each experimental stages. The results were analyzed by visual analysis and Tryon’s C statistics to understand the effectiveness of using thematic teaching approach on expression ability of students with intellectual disability in junior high school. The study found that , after using thematic teaching approach intervened. In two of the three subjects, there were immediate effects on the total sentence of expression ability using the visual analysis, but there were no significant statistical standards on the total sentence of expression ability with the Tryon’s C statistics method. In addition, there was no immediate effects on the total sentence of expression ability using the visual analysis and Tryon’s C statistics method in the other one subject. And there were maintenance effects on the total sentence of the three subjects’ expression ability 6 weeks after removal of the intervention. Moreover, in two of the three subjects, there were immediate effects on the average statement length of expression ability using the visual analysis, but there were no significant statistical standards on the average statement length of expression ability with the Tryon’s C statistics method. In addition, there was no immediate effects on the average statement length of expression ability using the visual analysis and Tryon’s C statistics method in the other one subject. However, in all the three subjects, there were maintenance effects on the average statement length of expression ability 6 weeks after removal of the intervention. Finally, according to the results of the study and the discussion propose research recommendations for future research objects and research fields. In addition, it also proposes practice teaching recommendations include planning in teaching units, design in teaching content and activity, planning in teaching time, full understanding of students’ physical and mental conditions, and multimedia teaching assistance tools such as computers. Provide reference of research and teaching in the future in thematic teaching on students with intellectual disability of the junior high school resource room.