本研究旨在探討自我決策學習教學模式如何應用在高職智能障礙學生以提昇其自我決策能力。研究對象為一位就讀高職特教班三年級智能障礙學生。本研究採行動研究法,根據學生的需求設計自我決策學習教學方案,針對研究對象進行為期十週,每週三次每次五十分鐘的實驗教學。藉由「學齡階段身心障礙學生自我決策量表」與「自我決策學習學生自我評量表」進行前後測及導師、家長與學生回饋問卷、教學日誌與省思札記等方式收集資料,分析個案在自我決策能力提升的情形。研究結果發現:一、個案接受自我決策學習教學方案實驗教學後,整體自我決策能力及自我瞭解、自我調整以及獨立自主各分項能力均明顯提昇。;二、研究中所遇到的問題為:1.學生遇到困難會直接放棄。2.如何將學生生活問題融入自我決策教學模式中。3.教學者與引導者之角色掌控問題;三、經過了自我決策學習教學模式之行動研究後,研究者除了對自我決策學習教學模式的理論與實際運作有較清楚的瞭解外,也深深體會到將新的教學模式融入到另一課程中是不容易的,必須經過一段時間的熟悉與演練才能成功。
The purse of this action research were to apply the Self-Determined Learning Model of Instruction (SDLMI) for teaching a vocational high school student with mild intellectual disability and to investigate its effects on promoting student’s self-determination skills, the problems encountered as well as researcher’s reflection and professional growth. The SDLMI teaching program was designed based on the needs of the subject who was enrolled in a 12 grade special education class. The subject received the SDLMI teaching program for a period of ten weeks, three times a week, fifty minutes each time. The data was collected from “SAS self-Determination Scale”, “Student Self-Evaluation Scale of Self-Determination Learning”, feedback questionnaires, teaching logs and reflections. The results indicated that after received the SDLMI teaching program, the subject mad a significant improvement both in overall self-determination skills and in self-understanding, self-regulation and autonomy sub skills. Through this action research, the researcher realized that it is possible to embed the SDLMI in general curriculum to teach self-determination skills for vocational high school students with mild intellectual disability. Yet, it is not an easy job. It requires a lot of practice to be successful.