園藝活動對特殊幼兒學習成效之行動研究

The action study on the learning efficacies of the children with special needs by horticultural activities

張敏(Min-Chang)

指導教授 ： 魏俊華 ； 盧惠敏

國立屏東科技大學/農學院/熱帶農業暨國際合作系所/碩士(2008年)

https://doi.org/10.6346/NPUST.2008.00115

摘要

本研究旨在探討園藝活動對特殊幼兒學習之成效，首先透過文獻與理論分析，探討園藝活動之相關理論基礎。並根據文獻理論基礎，研擬園藝活動內容，進行行動研究。本研究園藝活動進行時間是96年9月15日至98年1月1日，共十四個單元，每單元結束後使用本研究之園藝活動評量表來評分。本研究對象的選擇是以花蓮縣某私立幼稚園「發展遲緩」之特殊幼兒，共四位參與園藝活動。本研究結果顯示：一、特殊幼兒在參與園藝活動後在認知、溝通與社會性領域之學習成效，甲生在14次單元課程中表現最好的單元，為第五單元--澆水活動（二）。甲生在社會性領域的表現成效最佳，認知領域的表現成效較差，溝通領域的表現成效尚可。乙生在14次單元課程中表現最好的單元，為第十單元--拔草。乙生在社會性領域之成效最佳，認知領域成效最差，溝通領域之成效尚可。丙生在14次單元課程中表現最好的單元，為第八單元--觀察植物及第九單元—植物吃飯了「施肥」。丙生在溝通領域成效最佳，認知領域成效較差，社會性領域成效尚可。丁生在14次單元課程中表現最好的單元，為第九單元—植物吃飯了「施肥」。丁生在社會性領域成效最佳，認知領域成效最差，溝通領域成效尚可。二、特殊幼兒在認知、溝通與社會性等領域之個別間學習成效。本研究綜合四位特殊幼兒在實施園藝活動後之評量結果，整體表現以甲生幫助最大，丙生幫助最小；認知領域上之比較，甲生成效最佳，丙生成效最差；溝通領域上之比較，甲生成效最佳，丙生成效最差；社會性領域上之比較，甲生成效最佳，丙生成效最差。

關鍵字

園藝活動 ； 特殊幼兒 ； 行動研究

並列摘要

This study investigated the learning efficacies of children with special needs by horticultural activities. The procedures of this study were studing relative basic theories about horticultural activities by literatures review and theoretical analysis, then developing the contents of horticultural activities based on those literature theories, and then carrying out the action studies. The time duration of this study was from September 15, 2007 to January 1, 2008. There were 14 units, and they were evaluated at the end of each unit by the assessment tables of this horticultural activities study. Four children took part in the horticultural activities, and they were chosen from the developmental delay children who need special needs in a private kindergarten in Hwalian county. After taking part in the horticultural activities, the results of children with special needs showed that the best performance of the A student in the 14 curricula units of learning efficacies in cognition, communication, and social area was the 5th unit, irrigation activities (II). The best performance of the A student in the three different areas was social area, then communication area and the worst area was cognition. Among the 14 curricula units, the best performance unit of the B student was the 10th unit, weeding. The best performance of the B student in the three different areas was social area, then communication area and the worst area was cognition. With the same curricula units for the student C, the best performance unit of the C student was the 8th unit, plants observation, and the 9th unit, plants was eating – “fertilization”. The best performance of the C student in the three different areas was communication area, then social area and the worst area was cognition. With the same curricula units for the student D, the best performance unit of the D student was the 9th unit, plants was eating – “fertilization”. The best performance of the D student in the three different areas was social area, then communication area and the worst area was cognition. This study integrated the results of assessment that after the four children with special needs taking part in horticultural activities and it showed the individual learning efficacy of them in the three different areas no matter in holistic performance, cognition area, communication area, or social area it helped the A student most , but less to the C student.

並列關鍵字

horticultural activities ； the children with special needs ； action study

參考文獻

許惠欣（1990）。蒙特梭利與幼兒教育。台南：光華。

陳惠美、黃雅鈴（2005）。園藝治療之理論與應用。中國園藝，51(2)

鈕文英（2003）。啟智教育課程與教學設計。台北：心理。

蒙特梭利（1996）。發現兒童。台南：光華。

王天苗（1996）。台灣地區心智發展障礙幼兒早期療育服務供需及相關問題之研究。特殊教育研究學刊，14，21-44。