本研究以容量課程為例,探討國中中重度智能障礙學生學習功能性數學課程之成效。研究對象為新竹縣某國中三位中重度智能障礙學生。研究方法採用單一受試研究法中之跨行為多探試設計,自變項為研究者自編的功能性容量課程,包括:使用電鍋烹煮食物、買飲料與沖泡飲料三個活動,共進行八週,每週225分鐘的實驗教學活動,研究結果證實功能性課程的設計,有助於國中中重度智能障礙學生學習容量課程。三位受試學生在經過教學後,都能有明顯的進步,達到預定精熟標準,具有良好的立即效果。在類化效果方面,雖然因受試學生特質與學習能力而有稍許差異,但整體而言,類化效果良好。至於保留效果,除了受試丙在活動二未達80%以外,其餘均有良好的保留成效。研究者並分析受試學生在學習功能性容量課程時的特殊行為表現及錯誤類型,且提出建議,供日後教學與研究之參考。
The purpose of this study was to investigate the effects of teaching functional mathematics curriculum to students with moderate and severe intellectual disabilities, take capacity as an example. Three moderate and severe intellectual disabled students from the special class of a junior high school in Hsinchu participated in this study. The experiment was a multiple-probe across behavior design of the single subject research. The functional mathematic curriculum was designed by researcher. It includes three activities: cooking rice with electric rice cooker, buying drinks and making drinks . The whole research lasted 8 weeks, 225 minutes per week. The findings of this study indicated that the experiment made good immediate effects on promoting junior high school students with moderate and severe intellectual disabilities form capacity concept and it’s measuring skills. The results also indicated good generalization effect with individual difference. All the subjects learned functional capacity curriculum and had good maintenance effect, except one student whose performance did not achieve 80% of the original expectation in activity II. Researcher also analyzed students’ particular behavior and possible causes of errors that showed in learning functional mathematic curriculum.