國中特教教師透過主題式教學提升智能障礙學生購物能力之行動研究

Action research on the enhancement of shopping ability for students with mental retardation through the thematic teaching of special education teachers in junior high

李佳宜(Chia-i Lee)

指導教授 ： 蔡清田

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

國中特教教師透過主題式教學提升智能障礙學生購物能力之行動研究
摘 要
本研究係以購物能力為主軸，依據情境分析結果發展出購物能力主題式教學，並藉由課程實施，評估其課程實施之成效。
研究目的為：探討快樂國中特殊教育班智能障礙學生之金錢使用及購物的困難，並藉由行動研究研擬課程方案、記錄實施歷程、評鑑課程方案之成效與省思，以達成提升智能障礙學生購物能力之目的。
主要探討的問題如下：
一、透過情境分析探究智障學生在購物方面所遭遇的困難為何？
二、研擬購物能力主題式教學行動方案歷程為何？
三、實施購物能力主題式教學行動方案歷程為何？
四、評鑑購物能力主題式教學行動方案實施成效與省思為何？
本研究結論如下：
一、由研究情境觀察分析發現：快樂國中智障學生缺乏金錢使用與社區購物能力，配合SWOTA分析後，根據學習的優勢與不利因素，研究者瞭解與掌握研究情境的實際需求，規劃與設計合適的主題課程。
二、由提升智障學生購物能力的主題式教學行動方案之研擬與省思中發現：透過情境分析，有助發展以學生為主體，規劃與設計出符合學生能力及需求購物能力之課程；運用多元化的教學方式，透過豐富的教材，提升學生學習興趣；建立學習社群，提升教師專業素養，強化課程設計能力。
三、由提升智障學生購物能力的主題式教學行動方案之實施與省思中發現：多元的教學方法與貼近生活的教學資源，有助於提高購物能力主題式教學的學習效能；小組合作學習，主題式教學學習成效大；課程實施的複雜性難以控制，應關注教師運作課程和學生經驗課程間的落差；協同夥伴是方案課程實施成功的重要關鍵。
四、由提升智障學生購物能力的主題式教學行動方案之評鑑與省思中發現：多元化教學與豐富的生活化教材能提高購物主題式教學學習的成效；購物主題課程內容與社區生活相結合，能激發學生的共鳴與回響；學生的學習成效以及教師的教學成效皆能達成購物能力主題式教學之目標，且有助於建立學生「金錢使用及購物」之觀念。
最後根據本研究之結論，分別對於「教育行政單位」、「欲實施購物能力主題課程的特教教師」及「後續研究」提出建議。
關鍵詞：智能障礙、購物能力、行動研究、主題式教學

關鍵字

智能障礙 ； 購物能力 ； 行動研究 ； 主題式教學

並列摘要

Action research on the enhancement of shopping ability for students with mental retardation through the thematic teaching of special education teachers in junior high
Abstract
The study focuses on the shopping ability. The shopping ability thematic teaching is developed according to the outcomes of the situations analyzed. Through the implement of the curriculum, effects are evaluated.
The purpose of the study is to delve into the problems of money usage and shopping for the students with mental retardation in Happy Junior High, and through the action research to devise lesson plans, record the action processes, evaluate and reflect on the plans; whereby, to enhance the shopping ability for students.
The main questions for discussion are as follows:
1. What are the difficulties faced with the students through the thematic analyses represented?
2. What is the process of devising the plan for the shopping ability thematic teaching?
3. What is the process of implementing the plan for the shopping ability thematic teaching?
4. What are the effects and reflection on the plan for the shopping ability thematic teaching?

The conclusions of the study are as follows:
1. Findings from the situational observation analyzed: the students with mental retardation in Happy Junior High lack for money-using ability and shopping ability within a community. According to the factors of advantages and disadvantages analyzed by SWOTA, the researcher realizes the situation and plan for the proper thematic teaching.
2. Findings from the devising and reflection on the plan for the shopping ability thematic teaching: The process of situational analyses helps the students develop the subjectivity, and helps them through the design of appropriate curriculum for shopping ability. The multiple teaching methods arouse the learning motivations for students, develop learning communities, better teaching professions and strengthen the capability of lesson planning.
3. Findings from the implement and reflection on the plan for the shopping ability thematic teaching: it is helpful to enhance the efficacy of thematic teaching to use multiple teaching methods and practical teaching resources; especially for the cooperative learning among groups. Nevertheless, it is hard to control the complexity for implement of the lessons; hence, the gap between students’ experiencing lessons and teachers’ working lessons should be noticed. Besides, cooperative partners are key to this lesson plan.
4. Findings from the evaluation and reflection on the plan for the shopping ability thematic teaching: it is helpful to raise the efficacy of thematic teaching to adopt multiple teaching methods and down-to-earth teaching materials. Shopping thematic teaching contents connect with community living, which piques students’ responses. The efficacy of students’ learning and teachers’ teaching meets the teaching object of the shopping thematic teaching, and the teaching also helps students develop the notion of monetary usage and shopping.
Finally, according to the conclusions of this study, suggestions could be given to the educational management sections, the special educational teachers who would like to practice the shopping thematic teaching, and the follow –on studies.

Keywords : mental retardation, shopping ability, action research,
thematic teaching

並列關鍵字

mental retardation ； shopping ability ； action research ； thematic teaching

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