本研究旨在發展出影像回顧敘事教學,並探討影像回顧敘事教學對一位國小三年級低口語自閉症兒童在個人經驗敘事能力的改變情形。本研究採行動研究法,歷經探索準備期、計畫擬定期、計畫執行期與彙整期四個階段,共實施二十七次的教學。研究者透過不斷教學、討論、省思和修正的循環過程,從行動歷程中歸納出研究結果。研究結果發現影像回顧敘事教學可經由拍攝與剪輯影像、未看影像前敘事、邊看連續無聲影像邊敘事、看影像後敘事、判斷敘事內容正確與否、彙整句子成短文、教學後敘事以及提供家長學習單、教學影像、上課敘事記錄與課程參與的機會之八個步驟實施且需依自閉症兒童反應適時調整教學。另外,影像回顧敘事教學能改善自閉症兒童敘事背景、敘事評價、敘事層次與連接詞的能力,並有助於自閉症兒童描述符合情境之個人經驗,且能成功類化他人。最後,研究者總結行動歷程的經驗與省思,提出影像敘事回顧教學融入教學在實施上的建議,以及後續研究的方向。
The purpose of this study was to develop a video review approach and investigate the effects of it on an autistic third-grader with impaired learning and communication skills. This research underwent four different phases: proposal, planning, implementation, and the refining of action plans, which included a total of twenty-seven times of training for the child. Researcher summarized the results from the cycle of teaching, discussion, reflection, and improvement. The results showed video review approach included eight stages and teachers should adjust teaching strategies according to the learning abilities and needs of autistic children. Moreover, video review approach can improve the personal narrative ability of the low-verbal child with autism children and help him tell more real-life personal experiences. Finally, based upon the reflections and experiences of the study, the researcher provided more detailed suggestions on the implementation of video review approach and provided future research directions on this particular research topic.