以音樂教學活動改善國小中度智能障礙學生社交技巧之研究

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題名:
以音樂教學活動改善國小中度智能障礙學生社交技巧之研究
著者: 張淑娟; Zhang, Shu-chuan
李芃娟; 謝苑玫; Pone-Chuan Lee; Yuan-Mei Hsieh; 重度障礙研究所
主題: 音樂教學活動; 中度智能障礙學生; 社交技巧; music teaching activity; students with moderate intellectual disability; social skills
描述: 本研究旨在透過音樂教學活動的設計、實施與修正的行動研究歷程，了解在融合教育情境中，音樂教學活動對國小中度智能障礙學生社交技巧之改善情形。研究對象為三名中度智能障礙學生，另邀請三名普通班同儕一起參與，為期八週共十六次的音樂教學活動。經由訪談、觀察、非干擾性測量、形成性評量等方法進行資料蒐集，採持續比較法進行質性資料分析，本研究獲得以下結論：一、設計音樂教學活動之實施過程 1.音樂教學活動設計採適齡教材設計。設計完成後先進行試探性教學，透過教學、省思與修正，來修訂與增減音樂教學活動的流程與內容。 2.以歌曲、節奏、律動、音樂遊戲、簡易樂器合奏等設計音樂教學活動，均適合學生參與，尤其簡易樂器合奏、合作互動的律動最受學生喜愛。 3.音樂教學活動之進行包含開始的歌、主要活動、次要活動、結束的歌等四大部分：開始的歌是做為活動的起始，引導兒童進入音樂教學活動；主要活動是依照研究對象的學習目標，設計音樂教學活動，目的在於建立新技能。次要活動主要功能是複習舊技能，或做為結束的歌之前的準備。結束的歌則在於使研究對象了解音樂教學活動即將結束。二、以音樂教學活動進行中度智能障礙學生社交技巧教學之過程與執行所遇到的困境與因應策略 1.在學生人數多寡、與不同性別同儕牽手、過多指導、錯誤示範的問題方面：以減少小組人數為6人，讓學生有充分練習時間，改善人數太多教學品質無法掌控的問題；老師以身作則，與不同性別學生牽手示範，改善學生不願意與異性牽手或搭肩的問題；邀請一般同儕參與活動，指導如何給予中度智能障礙學生協助與提示，改善同儕給予過多協助的問題；及時制止，給予正確示範，改善一般同儕給予錯誤示範的問題。 2.在學生緘默、理解困難上的問題：音樂教學活動讓孩子解除壓力、除去戒心、快樂學習，改善不願意溝通說話的孩子開口說話的問題；給予適當提示協助理解音樂教學活動規則，或多次的同儕示範改善理解困難的問題。 3.活動設計中有關遊戲安全、教學過程、教具呈現、教學步驟的問題：遊戲規則、教具的選擇事先規劃好，以改善安全問題；結構化教學過程中，細節要保持彈性、有調整空間，改善教學過程僵化的問題；教具呈現方式考量是否恰當，改善注意力無法轉移的問題；簡化教學步驟改善無法達成教學目標的問題。三、音樂教學活動對中度智能障礙學生學習社交技巧之改善情形 1.在「服從指令」、「眼神接觸」、「主動招呼」、「等候輪流」、「自我介紹」、「與人合作」等社交技巧能力都有改善，且能遷移到資源班遊戲區、學校遊樂區、麥當勞速食店等不同的情境。 2.在參與音樂教學活動過程中，學習態度的轉變，從緊張焦慮到放鬆愛耍寶，進而變得主動積極，從害羞被動轉變為願意嘗試主導遊戲，表現得大方又有信心。
This study is an action research that aimed at the improvement of social skills of students with moderate intellectual disability in terms of elementary inclusive education. The study consists of the design, performance, and revision of musical instruction. Three students with moderate intellectual disability were chosen as subjects along with other three normal students. Sixteen music classes within eight weeks were adopted. The study used interviews, observation, nonreactive measures, formative assessment as research design and a qualitative analysis was implemented through constant comparative method. The results are as below:1.The implementation of designing music teaching activities.(1)All the teaching activities were designed based on age. After trials, the content and procedure would be revised and reflected through performances.(2)Using songs, rhythms, musical games, simple instrumental ensembles to design musical instruction is suitable for all subjects; among all, simple instrumental ensembles and cooperative rhythmic movements, in particular, are their favorite activity.(3)The instruction was composed of four parts: Hello-Song, Main-Program, Sub-Program and Goodbye-Song. Hello-Song functioned as an initiator, directing the participants into activities. Main-program focused on establishing new skills according to participants’ learning objectives. Sub-Program, prior to Goodbye-Song, was to review old skills. Finally, Goodbye-Song served to remind the participants that the music class was about to finish. 2.Difficulties and strategies confronted during the process of instruction. (1)Some issues were concerned with such as a proper number of participants, holding hands with a person of opposite gender, over instruction and incorrect examples. For the number of participants, having six people as a group was appropriate for a better learning quality and sufficient time to practice. The teacher demonstrated how to hold hands with people of opposite gender to improve the problem that certain participants were not willing to hold hands with others. Inviting normal participants to join the activities teaches them to know not only how to help but how to prompt when assisting students moderate mental disability. Last, when incorrect examples were showed, the instructor stopped it immediately and showed correct demonstration for the normal peers to learn. (2)In terms of comprehension problem, musical instructions deprived participants of stress and wariness, and increased opportunities for those quiet students to talk. In addition, the instructor gave prompts to the participants to understand the rules of the activities or asked peers to demonstrate several times. (3)Regarding the process and safety during the activities, presentation of props as well as teaching steps, the instructors found ways to improve. Rules of games and presentation of props were set up beforehand to make safety assured. Detail remained flexible in a structured instruction so that the process would not become too rigid. The presentation of props should be taken into consideration in order to improve attention issues. Simplify teaching steps when it was hard to meet the teaching objectives.3.The improvement of musical instruction on the social skills of students with moderate intellectual disability. (1)Social skills regarding obedience, eye contact, active greeting, turn taking, self introduction and cooperation showed prominent improvement. In addition, those social skills can be generalized to other contexts like resource class, school playground and fast food restaurants. (2)Regarding learning attitude, participants showed change in personality from being anxious, shy, passive to more relaxing, confident, and willing to actively participate in hosting games.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/341
資源來源: NUTN IR

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以音樂教學活動改善國小中度智能障礙學生社交技巧之研究

張淑娟; Zhang, Shu-chuan 李芃娟;謝苑玫; Pone-Chuan Lee;Yuan-Mei Hsieh; 重度障礙研究所 2013

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