本研究旨在針對桃園縣某國中九年級特教班共十四位學生設計以音樂為媒介的社交技能課程對溝通能力與人際關係兩方面之成效。教學實驗處理階段為期十週、每週兩次、每節四十五分鐘,共計二十節的社交技能課程活動。採用單組前後測設計(one-group pretest-posttest design),以「音樂為媒介的社交技能課程」為自變項,「智能障礙學生的溝通能力」、「智能障礙學生的人際關係」為依變項。在十週課程進行前,由研究者、協同研究者於「溝通能力評量表」、「人際關係評量表」依照每位學生能力進行評量;而楊老師及徐老師在「綜合評量表」中進行評量。待十週社交技能課程完全結束後,再請上述人員於相同評量表中評定學生的表現。此外,在課程進行同時,研究者將學生於課堂中的表現、與協同研究者討論的內容以及自我省思等部份記錄於「研究札記」中。最後由研究者將所有評量表格的方式加以計算及統整,以瞭解學生在社交技能課程介入前後,於溝通能力、人際關係兩方面的變化情形。 本研究之主要研究結果如下: 以音樂為媒介的社交技能課程能提升國中特教班學生的溝通能力,其中理解能力的進步優於表達能力;此外對於人際關係亦有進步,其中以接納能力進步最多,再者為合作能力及自我開放能力。另外此課程對特教班學生而言,具有類化能力:受試學生在社交技能課程所習得的溝通能力與人際關係的技能,也在其他課程上具有良好的表現。 本研究並提出若干在教學上及未來研究上的建議,另其出研究限制,以提供未來研究者參考。
The purposes of study were to examine the effects of communication and interpersonal relationship via music-based social skills curriculum for the ninth graders in the junior high special class in TAOYUAN County. The social skills curriculum was twice a week, and lasted ten weeks. The research method applied in this study was one-group pretest-posttest design. The independent variable was social skills curriculum, and the dependent variables were the abilities of communication and interpersonal skills among intellectual disabilities students. Before the class, the researcher and co-researcher evaluated students by Communication Scale and Relationship Scale, and two other specialed teachers assess students Combined Scale. After the classes, the above-mentioned teachers evaluated students the same Scales. The researcher also kept the researcher’s log to write down important observation. The results of the study were as followings: The music-based social skills curriculum enhances communication for the junior high special education students. And comprehension ability was superior to speaking ability. The music-based social skills curriculum by music can enhance special education students’ interpersonal relationship. Especially in the ability in acceptation, the next are cooperation and self-disclosure. And students had generalization in other classes. A number of suggestions were made for future study and teaching purpose. Finally, the limitations of the study were addressed.