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題 名 | 開啟特殊需求幼兒人際互動的一扇窗--自編兒歌教學活動對學前融合班特殊需求幼兒人際互動之成效探討 |
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作 者 | 黃榮真; 邱子華; | 書刊名 | 東臺灣特殊教育學報 |
卷 期 | 12 2010.12[民99.12] |
頁 次 | 頁1-23 |
分類號 | 529.54 |
關鍵詞 | 兒歌教學活動; 學前融合班; 特殊需求幼兒; 人際互動; Kid-song music activity; Preschool inclusive class; Special need kid; Inter-person interactions; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的在於探討自編一學期十二次學前融合班兒歌教學活動對於特殊需求幼兒提昇人際互動之成效;本研究對象選取兩位花蓮地區學前融合班的特殊需求幼兒,採取單一受試A-B-A’的實驗設計,運用「自編兒歌教學活動人際互動行為評量表」、「自編兒歌教學活動課程本位評量表」等評量工具。本研究結果發現:(1) 自編兒歌教學活動在教學介入期及保留期均能增進學前融合班兩位特殊需求幼兒在「視線接觸」、「聽從指示」等「專注行為」的表現;(2) 自編兒歌教學活動能提高學前融合班兩位特殊需求幼兒在教學介入期及保留期「讚美他人」、「與他人對話」等「溝通行為」之頻率;(3) 自編兒歌教學活動能提升學前融合班兩位特殊需求幼兒在教學介入期及保留期「與他人合作」、「輪流」等「合作行為」的出現比率;(4) 自編兒歌教學活動能明顯減少學前融合班兩位特殊需求幼兒負向的人際互動 行為次數。 本研究並根據相關的教學活動內容,進行分析與深究,並對未來學前融合班課程設計與相關研究方向,提出具體可行之建議。 |
英文摘要 | This study investigates the effect of twelve self-designed kid-song teaching activities on inter-person interactions in preschool inclusive classes. Two subjects were chosen from preschool inclusive classes in Hualien area. The experimental desigh is based on A-B-A test, “self-designed kid-song teaching activity inter-person interactions evaluation list”, and “self-designed kid-song teaching activity curriculum evaluation list”. Based on the research results, we found: (1) Self-designed kid-song teaching activity can improve the focusing behaviors such as “eyecontact”, and “order obedience”. (2) Self-designed kid-song teaching activity can increase the frequency of inter-person communication behaviors like “praise others”, and “talk to others”. (3) The cooperative behaviors such as “cooperate with other” and “take in turns” were improved. (4) The frequency of negative inter-person interactions was decreased. Analysis and further discussion were processed based on results of this study. Suggestions for future curriculum desigh ed of preschool inclusive classes were provided. |
本系統中英文摘要資訊取自各篇刊載內容。