自閉症學生為設計核心的國中特教班休閒教育課程之發展與實施成效

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題名:
自閉症學生為設計核心的國中特教班休閒教育課程之發展與實施成效
著者: 鍾淑惠; Chung, Su-huei
何美慧; Me-hwei Ho; 特殊教育學系碩士班
主題: 自閉症學生; 智能障礙學生; 休閒教育課程; 行動研究法; action research; leisure education program; student with mental retardation; student with autism
描述: 本研究採行動研究法，以南部某國中特教班學生為研究對象，其成員包括一位自閉症學生及十位智能障礙學生，目的在於發展一套以自閉症學生為設計核心的休閒教育課程，並探討休閒教育課程對自閉症學生與智能障礙學生的實施成效。本研究結果如下：1.本休閒教育課程內容編製，分為四階段，先以家長及教師訪談瞭解學生需求，再確認學校現實條件，以自閉症學生的需求及興趣進行設計，再配合智能障礙學生需求及興趣進行調整與改編，本休閒教育課程內容包括休閒知識與四項休閒技能。2.本課程調整方式有四種，包括不調整、增加目標數量及難度、目標不變但增加目標表現標準難度，及刪除目標。3.本課程設計困境有二，包括無法到府訪談家長與部分課程無法進行前測，調整方式為改成電話訪談及向其他教師借課施測。4.本課程實施困境分為四種：（1）教學目標設定過多；（2）學生無法完成指定項目；（3）教學活動無法完全符合學生需求；（4）教學資源數量不足或品質不佳。5.本課程實施困境解決策略包括減少目標數量、更換教學項目、增加課程趣味性、簡化課程內容、降慢或加快教學步調、掌控教學時間、增加學生練習機會、增加個別指導時間、處理設備問題、借學生備用光碟。 6.本課程對自閉症學生的成效部分，休閒知識能明顯增加，而休閒技能與休閒滿意度皆能提升。7.本課程對智能障礙學生的成效部分，全部學生的休閒知識與休閒技能皆有增進，而大多數學生的休閒滿意度有所提升。
The purpose of this study was to develop a leisure education program for a special class in a junior high school, and investigate the effectiveness of the program for the class. The class members included one student with autism and ten students with mental retardation. The program was designed with a center on the student with autism. Action Research was applied.. From the implementation of the program, the study has the following findings: 1. The development of leisure education program had four steps：visiting parents and teachers to get the needs of all students, confirming the school leisure resources, and designing the program objects with a center on the student with autism, then adapting to the needs of the students with mental retardation.2. Four kinds of program regulation strategies were used, including changing nothing, increasing the quantity and difficulty of goals, increasing standards of goals, and deleting goals.3. The predicaments of program design were unable to visit the parents for the interview, and take fore tests in some leisure activities. They were regulated to telephone interview and taking tests in other periods.4. The predicaments of program implementation included: (a) Too many goals were set. (b) Students couldn’t finish the assignments. (c) The activities couldn’t meet some students’ needs. (d) The supporting resources had both qualitative and quantitative problems.5. The strategies for solving the problems in program implementation included reducing the quantity of goals, changing the activities, increasing the attraction of activities, simplifying the contents, lowering or accelerating the teaching speed, improving the time management, expanding the students’ exercise chances or individual guiding time, dealing with the problems of the equipments, borrowing students reserved CD. 6. For the student with autism, the leisure education program obviously increased the leisure knowledge. Her leisure skills and leisure satisfaction were also promoted. 7. For the student with mental retardation, the leisure education program increased the leisure knowledge and leisure skills of all students with mental retardation, and improved leisure satisfaction of the majority.
碩士
建立日期: 2006
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4154
資源來源: NUTN IR

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自閉症學生為設計核心的國中特教班休閒教育課程之發展與實施成效

鍾淑惠; Chung, Su-huei 何美慧; Me-hwei Ho; 特殊教育學系碩士班 2006

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