國小中年級資源班學生自我決策能力 提升之教學方案成效研究

Effects of A Curricular Program on Promotoing Self-Determination Skills of Elementary-Aged Students In Resource Room

謝佳妙(Jia-Miao Hsieh)

指導教授 ： 趙本強

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/CYCU.2008.00347

摘要

本研究旨在探討一套自編的自我決策教學方案對提升國小資源班學生在自我決策相關技能之教學成效。研究對象為20名中年級資源班學生 (2位學習障礙、7位疑似學習障礙及11位學習低成就)。以準實驗研究之設計方法來評估學生於教學前與教學後在自我決策能力表現之差異。本研究所自編之自我決策教學方案以培養學生在自我瞭解、心理賦權、自我調整與獨立自主等四領域之十三項相關技能，例如自我覺知、做選擇、問題解決與目標的設立與達成等為主要目的。整個課程共進行三十次，每次四十分鐘的教學。本研究使用多樣性的教學方式，包括圖片觀察、角色扮演、情境練習、口訣訓練、小組討論等以引發學生的學習動機並提升其學習成效。教學方案的成效主要透過分析學生對自己在前後測的能力評估、教師與父母的前後測評估及對這三個群體的訪談。所使用的研究工具為根據課程內容所自編之課程本位量表「國小學生自我決策量表」及一經過標準化的評量工具 「Arc’s Self-Determination Scale中文版」。本研究以一系列的描述統計包括平均數與標準差，及推論統計包括單因子變異數分析法及重複測量設計之變異數分析法來分析所蒐集到的資料。研究結果顯示，與普通班學生相較，資源班學生的自我決策能力是非常低的，且身心障礙的有無與否與自我決策能力的高低呈高度相關。就教學方案之成效而言，研究結果顯示，此套自編之自我決策教學方案能有效提升中年級資源班學生自我決策之相關知識與能力。不論是客觀地分析學生、教師及家長的前後測分數或主觀地歸納與學生、教師及家長的訪談，所獲得的答案均是一致的。此課程不但能有效提升資源班學生的自我決策能力，亦大幅縮小這群學生與其正常同儕在此項能力的差距。整體而言，本研究的結果再次證明，若能針對身心障礙學生的需求來發展一套有效的自我決策教學方案，則這群學生的自我決策能力是能被提升的。根據本研究的結果，研究者分別就實務及研究方面提出相關建議，以供未來有意從事相關研究之專家學者參考之依據。

關鍵字：學習障礙學生，
資源班，
自我決策能力，
自我決策教學方案

關鍵字

學習障礙學生 ； 自我決策能力 ； 自我決策教學方案 ； 資源班

並列摘要

The purpose of this study using quasi-experimental research design was to investigat the effects of a curricular program on promoting self-determination knowledge and skills of students in resource room. Tweney students with learning disabilities (LD) or at-risk for LD participated in this study. The curricular program developed in this study was designed to improve students’ skills in four areas including self-realization, psychological empowerment, self-regulation, and autonomy so that students are capable of understanding self, making choices, solving daily problems, and setting and attaining goals. The program was implemented over thirty 40-minute classes. The study utilized diverse teaching strategies, such as picture observation, role play, scenarios, mnemonics, and group discussions to increase students’ motivation of participation. All participating students, their regular classroom teachers, and parents were required to complete two measures, a curriculum-based assessment of self- determination skills developed by the study and the Arc’s Self-Determination Scale-Chinese version. Descriptive statistics including means and standard deviations and inferential statistics including analyses of variance (ANOVAs) and repeated ANOVAs were used to analyze data collected on pre- and post-tests. The depth interview method was also employed to examine the effectiveness of the program. Results showed that students with/ar-risk for LD demonstrated lower level of self-determination skills in comparison to their peers without disabilities. There was a strong correlation between disability status and level of self-determination. With respect to the effectiveness of the curricular program, results indicated that the program is effective in promoting students’ self-determination knowledge and skills. Interviews with students, teachers, and parents also showed that the majority of them expressed positive comments about the curriculum. Overall, findings of the study were consistent with results found in previous research, suggesting that self-determination skills of students with disabilities can be promoted if an effective curriculum is available. The study provided suggestions and implications for future research.

Key Words: Students with Learning Disabilities,
Resource Room,
Self- Determination Skills,
Curricular Program

並列關鍵字

Resource Room ； Students with Learning Disabilities ； Self-Determination ； Curricular Program

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