工作分析為基礎之視訊教材應用於國中智能障礙學生餐飲製作之研究

A Study of Applying the Video Materials Based on Task Analysis Approach to Meal Preparation Training on Junior High School Students with Mental Retardation

李秀卿(Hsiu-Ching Lee)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2010年)

https://doi.org/10.6841/NTUT.2010.00330

摘要

國中特教班餐飲製作教學現場普遍有以下問題存在：(1)學生能力受限，過於依賴教學者的指示，學生實際可以操作練習的機會不足以使技能達到精熟程度。(2)大部分學生無法獨自完成一道菜色的製作，即使可以獨立完成一道菜色的學生也都是要經過一學期甚至是一學年以上的長期培養才有能力獨立操作。(3)以坊間食譜作為教學指引，對於智能障礙學生而言，很難按其步驟完成餐飲的製作。因此本研究介入工作分析為基礎之視訊教材於國中智能障礙學生餐飲製作技能學習，主要目的有三，包含視訊教材對國中智能障礙學生之餐飲製作技能的立即學習成效、維持效果及學習類化效果。本研究以臺北市某市立國中特教班三位智能障礙學生為研究對象，以單一受試法進行研究設計，歷經基線期、處理期、維持期及學習類化效果評量之實作觀察評量蒐集資料並進行資料分析。本研究所得結論如下：
一、運用「工作分析為基礎之視訊教材」進行教學，能增進國中智能障礙學生餐飲製作技能之立即學習成效
二、「工作分析為基礎之視訊教材」對國中智能障礙學生餐飲製作技能具有維持效果
三、「工作分析為基礎之視訊教材」有助於國中智能障礙學生餐飲製作技能之學習類化效果

關鍵字

工作分析法 ； 視訊教材 ； 智能障礙 ； 餐飲製作

並列摘要

Meal preparation training for junior high school students with mental retardation generally has the following problems:
1. The students are much dependent on teacher’s instructions, and the opportunities for hands-on practices are limited; therefore, they are unable to master the skills.
2. Most of the students cannot complete a food production alone. Even if some could, it might take a semester or even more than one academic year of training before they could prepare a meal independently.
3. It is difficult for students with mental retardation to follow through the steps on the recipes while they cook.
Therefore, this study used video demonstrations based on task analysis approach to address the current educational problems encountered. The purpose of this study is to explore the effects of video demonstrations on their learning skills, how much of the effect stood the test of time, and generalization of the skills.
This study adopted “single subject research” design method, and the subjects involved were three special education class students with mental retardation at the Taipei municipal junior high school. The data was collected through observation of assessment during hands-on tasks.
The major findings of the study are as follows.
First, for junior high school students with mental retardation, applying “the video materials based on task analysis approach” to meal preparation training indeed promotes positive effects on their learning skills.
Second, for junior high school students with mental retardation, applying “the video materials based on task analysis approach” to meal preparation training could maintain the positive effects of the learning skills.
Third, for junior high school students with mental retardation, applying “the video materials based on task analysis approach” to meal preparation training would contribute to their generalization of learning skills.

並列關鍵字

Task Analysis Approach ； Video Materials ； Mental Retardation ； Meal Preparation Training

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