那條荊棘路：特殊兒童干擾行為後的師生互動歷程之研究

THE THORNY WAY：HOW THE TEACHERS INTERACT WITH THEIR DISRUPTIVE STUDENTS WITH SPECIAL NEEDS IN THE INCLUSIVE CLASS.

張沛雯(Pei-Wen Chang)

指導教授 ： 洪儷瑜

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2002年)

摘要

小靜，一個在我教學生涯中，帶給我許多震撼的女孩，激起我對於具有干擾行為的特殊兒童之師生互動歷程的興趣，而透過文獻的閱讀，越是引領我進一步探討這條隱晦不明卻又充滿驚奇的互動之路。
我觀察了四位因干擾行為而被特教老師轉介出來的特殊學生，並獲得同意進入其所處的普通班教室進行觀察。由於學生在不同科目、不同教師的課堂中，可能有不同的行為表現，我將我的研究現場拓展至與觀察學生有關的其他課堂，因此，觀察對象總共有十對師生。除此之外，我也藉由訪談和相關文件的資料蒐集方式，經過反覆不斷的資料分析，得到以下幾個結果：
1. 特殊兒童的干擾行為可以分為兩個主軸：「一般干擾行為」和「因學習要求而引起的干擾行為」。這兩者有著共同的師生互動歷程發展，分為六個階段：「導火線」、「因應」、「加溫或降溫」、「爆發前兆」、「爆發」、「爆發後的反應」。由於六個階段間不同的變化，總共在此研究中產生十三種的師生互動類型，反應出不同的師生互動形式。
2. 四個與具有干擾行為的特殊學生之師生互動歷程發展有關的可能因素為：教師對於干擾行為的態度、教師使用的策略數量與形式、教師在互動過程中對於干擾行為的假設、教師對於互動策略的評估等。
3. 研究也發現，普通班中的環境因素是產生不同師生互動類型的重要關鍵之一，但其中一些細微的環境因素可能隨著教師有效的行為管理而顯得不再那麼重要。
一路走來，當我對具有干擾行為之特殊兒童的師生互動歷程開始有了較清楚的瞭解後，我越是明白，互動的歷程雖是複雜的，但是只要我們能夠始終意識到自己的行動而行動，並彈性應變，困難始終會克服的。

關鍵字

特殊兒童 ； 干擾行為 ； 師生互動 ； 質性研究 ； 普通班

並列摘要

Since the girl, I taught, Little J. brought me many scaring experience in my class, the process of the interaction between teacher and disruptive students interested to me. The more I read, I found the way lead me to explore this amazing process of the interaction. I got the permission to get into four inclusive classes. Four students were referred with disruptive behavioral problem by special education teachers. Because students behaved differently in some subject classes, I extended my observation fileds. Therefore, ten pairs of teachers and students were observed in total. In addition to it, I interviewed them and checked the document to come to my results of the process of the interaction：
1. Two kinds of disruptive behavior were concluded to classify the disruptive behavior of students with disability in the inclusive class：”the disruptive behavior without academic demanding” and “the disruptive behavior preceding academic demanding.” The interaction proceeding with both of them, was found to be composed with six-stage process: ”trigger,” ”action,” ” speed up or slower, ” ”precursor of burst”、”burst” and “after burst”. Due to the different development during the six-stage process, the thirteen types of teacher-student interaction were concluded to describe all the participants in the study.
2. Four factors about teachers were considered as important to understand these different types of interaction process between teachers and disruptive students: The attitude toward the disruptive behavior teachers hold, the number and variety of strategies teachers acted, the hypothesis teachers made during their interaction in the class, and the evaluation of results of the strategies teacher made.
3. The environmental factors of inclusive class were found crucial to distinguished with different types of interaction. However, some minor environmental flaw might become insignificant because of teachers’ effective management.
The clearer I understand the process of the interaction between teachers and disruptive students, the more I realized the development of the process is complex, but it can be conquered when I or teachers are aware of, active, and flexible all the way.

並列關鍵字

student with special needs ； disruptive behavior ； teacher-student interaction ； qualitative research ； inclusive class

參考文獻

洪儷瑜（民87）。ADHD學生的教育與輔導。台北市，心理。

陳奎熹（民79）。學生次級文化研究。國立師範大學教育研究所論文集刊，32，51-76。

江淑萍（民85）。國小一年級級任老師處理教學活動中非主題事件之研究。國立台北師範學院國民教育研究所碩士論文，未出版，台北市。

陳錦織（民90）。干擾性學生在教室內之學生互動分析。台灣師範大學特殊教育系碩士論文，未出版，台北市。

Beyda, S. D., Zentall, S. S., & Ferko, D. J. K.(2002). The relationship between teach er practices and the task-appropriate and social behavior of students with behavioral disorders. Behavior Disorders, 27, 236-255.