本研究旨在探討在早療機構的戶外閒置空間,利用盆栽型植栽佈置環境,提供特殊幼兒以園藝活動為媒介,對於特殊幼兒在溝通、情緒、社會性等方面的影響。研究方法主要是採行動研究為主,進行實際教學與觀察,文獻探討及訪談法為輔,並配合量表使用,屬於質性與量化搭配的研究方式。 研究對象以台北市博愛發展中心(社會福利機構),所收托的3~6歲發展遲緩幼兒或特殊疾病兒的日間托育學前班學員為主,以不影響學員正常教學為前提,經由詢問家長的意願後,有三位學員願意進行此活動,因此研究對象針對此三位學員設計活動教案,個案參與計畫的時間是99年10月至101年元月止,共計16週。 由研究結果得知,三位個案在有限空間內參與園藝活動操作課程後,(一) 在穩定情緒方面有正向的影響;(二)在主動性口語發展項目上的進展較不明顯,但在實際教學及觀察過程中,完全無口語的個案及主動口語能力較差的個案,都有出現表達自己想法的情況出現;(三)對於願意接觸新活動或新工作的意願有提升的趨勢;顯示出在本研究所設置之小空間下,進行園藝活動體驗課程的之學員在學習上仍有正面影響。本研究經由評量結果及實際教學觀察提出以下結論:(一)參與學員的正向改變;(二)感官體驗及操作型活動,較易引起學員興趣;(三)可將戶外環境也列為教學環境的一部分;(四)可藉由參與園藝活動,提供更多新事物的接觸。
The study aims to explore how the utilization of potted plants in the outdoor odd space of the early intervention institution can produce impacts on toddlers with special needs in the respects of communication, emotions, and social inclination. Adopting both quantitative and qualitative methods, with an emphasis on action research coupled with the aid of literature exploration interviewing skills and a scale for evaluation, the current study includes instructional activities and observation into the scope of research. The research subjects are mainly the day-care toddlers with developmental delays or special symptoms, aged between 3 to 6, of the Taipei Po Ai Development Center (a social welfare institution)(台北市博愛發展中心). Under the premised of not affecting normal course conditions, 3 students are willing to take part in the activity. Hence this activity was specifically designed for the 3 students, with the duration of the program lasting from October 2010 till January 2012, totaling at 16 weeks. As the research results have indicated, after the 3 students have engaged in horticultural activities in the limited space, the following conditions have taken place: (1) It makes positive impacts on their emotional stability; (2) It makes lesser progress in active oral development items; yet in the process of instructional activities and observation, subjects with poorer or almost zero capability of speech have started to express themselves; (3) The willingness to contact new activities or jobs has increased. All the above demonstrate that even with the confined space of the institute, the students who are engaged in a horticultural experience activity show positive changes in learning. With the support of evaluation results and instructional activities, the study proposes the conclusions as follows: (1) Subjects have made positive changes; (2) Perceptional experience activities and operational activities trigger much more interest in subjects; (3) Outdoor environment can be part of an instructional activity; (4) For subjects, horticultural activities may provide efficient access to new things.
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