探索教育活動對國中學習障礙學生生活效能影響之研究

隨著體驗教育的發展，關於生活效能的相關文獻也越來越多，從國小、國中、大學生都有，但對於一些特殊族群，如邊緣青少年、原住民、身心障礙者較少，且根據研究，在動態課程時，學生能出現較正向的行為表現，且具有挑戰性的活動會製造壓力、興奮，進而激勵學生投入學習。研究者為國中資源班教師，在教學現場中發現學習障礙生除了在學業方面面臨困難外，也在學習、人際、生活產生問題，影響個人的生活效能。因此，本研究目的旨在探討探索教育活動對六名國中學習障礙學生生活效能影響，以行動研究法作為主要研究方法，輔以質化及量化並行之方式進行研究，透過訪談內容、觀察筆記與錄影紀錄、活動反思學習單、課堂課程紀錄及生活效能量表前後測結果探討其中歷程之變化。在行動研究的歷程中，透過與協同教師、專家對話討論，持續修正行動研究的計畫與執行。本研究的研究結果如下：一、學習障礙學生，參與探索教育活動後，在生活效能（時間管理、情緒控制、成就動機、社交領導、自信心、主動積極）上皆提升。二、探索教育活動影響學習障礙學生生活效能的機轉因素分為五大類，包含引導員、團體、環境、課程、個人。本研究依據研究結論，提出針對學障生參與探索活動之實務應用、機轉要素與後續研究之建議，以作為提升學習障礙學生生活效能，及後續在特殊教育領域運用之參考。

關鍵字

探索教育活動；國中學習障礙學生；生活效能；效益機轉

並列摘要

With the development of experiential education, there were more and more relevant articles on life effectiveness.The topics of these articles range from elementary school, middle school, and college students, but as for some special groups, such as youth at risk, indigenous, and people with disabilities, there were few works in dynamic courses, students could show more positive behaviors, and challenging activities created stress and excitement, which in turn motivated students to devote themselves to learning. The researcher is a special education teacher in junior high school. In the teaching field, I found that students with learning disabilities not only face difficulties in academics, but also have problems in learning, interpersonal relationships, and life, which affected their personal life effectiveness. Therefore, the purpose of this study is to explore the impact of implementing adventure education activities on the life effectiveness of six junior high school students with learning disabilities in a time frame of ten weeks. The main research method I used was action research. This method combined qualitative and quantitative research methods. Through interviews, observation notes and video recordings, activity reflection worksheets, course records, and pre- and post-test results of the life effectiveness scale enabled me to explore the changes in the process. In the process of action research, through dialogue and discussion with co-teachers and experts, the plan and execution of action research would be continuously revised. The findings of this study were as follows: 1. Junior high school students with learning disabilities have improved in life effectiveness (achievement motivation, emotional control, social leadership, self-confidence, Active Initiative, and time management). 2. Exploring the mechanisms of the benefits of educational activities, which affect the life effectiveness of students with learning disabilities, were divided into five categories, including facilitators, groups, environments, activities, and individuals. In conclusion, this research put forward a practical application of mechanisms for benefits as well as follow-up research suggestions for students with learning disabilities on how to participate in exploration activities. This should be used as a reference for improving the life effectiveness of students with learning disabilities and subsequent application in the field of special education.