頁籤選單縮合
題名 | 普通班教師參與身心障礙學生課程調整之研究=A Study on General Teachers' Participation in the Curriculum Adaptation for Students with Disabilities |
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作者 | 蔣明珊; | 書刊名 | 特殊教育研究學刊 |
卷期 | 27 2004.09[民93.09] |
頁次 | 頁39-58 |
分類號 | 529.68 |
關鍵詞 | 身心障礙學生; 國語科; 課程調整; 融合教育; General teacher; Student with disabilities; Curriculum adaptation; Inclusion; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的目的在瞭解國小普通班教師參與國語科課程調整教學的歷程、看法及其實施成效。研究方法以觀察、訪談為主,兼採問卷調查及行動研究的概念進行課程之調整與資料之蒐集。研究對象為一所國小的一至三年級六個班級的級任教師與6名身心障礙學生、187名普通學生。研究結果顯示:(1)課程調整教學實驗的歷程約可分為建立關係期、漸入佳境期和合作無間期三個階段,且有助教師專業成長,但需要特殊班教師提供協助;(2)教師認為效果較佳的調整策略為合作教學、教導學習策略、合作學習、多元層次教學、遊戲教學及視覺化提示等,不過對身心障礙學生來說則有個別差異;(3)實施課程調整教學能提高障礙學生的專心度、人際關係及對國語科的學習態度與成就,同時亦可以滿足不同學生的學習需求。 |
英文摘要 | This study explored the process and effects of the curriculum adaptation for students with disabilities in an elementary school. The sample of the study consisted of 6 general teachers, 6 disabled students and 187 regular students. Interview, observation, survey questionnaires and action research were used to collect data. The results showed that all 6 teachers held more positive attitudes toward curriculum adaptation, had better professional ability, and implemented more adaptation strategies than before. The effective strategies included collaborative teaching, learning strategies, cooperative learning, multi-level curriculum, play-instruction and visual exhibition. Teachers also recognized the improvement of students' learning abilities and peer relationship after implementing curriculum adaptation. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。