查詢結果分析
來源資料
頁籤選單縮合
題名 | 靜坐法對智能障礙學生的適應行為、學習特徵及學習態度之影響=Effects of the Zen Meditation on the Adaptive Behavior, Learning Characteristics, and Learning Attitude of Students with Mental Retardation |
---|---|
作者 | 杜正治; Dch, Jeng-jyh; |
期刊 | 特殊教育研究學刊 |
出版日期 | 19941200 |
卷期 | 11 1994.12[民83.12] |
頁次 | 頁19-37 |
分類號 | 529.62 |
語文 | chi |
關鍵詞 | 靜坐法; 智能障礙學生; 適應行為; 學習特徵; 學習態度; |
中文摘要 | 本研究係針對智能障礙學生進行靜坐訓練,旨在探究靜坐訓練對智能障礙學生的適應行為、學習特徵及學習態度之影響。整個研究分為二個實驗,在二個學校進行。實驗一受試者為中、重及極重度智障學生,共48名;實驗二受試者為輕度智障學生,共8名。採隨機方式分為控制組與實驗組。除星期假日外,靜坐訓練每天實施,每次進行20分鐘,每週6天,為期4個月。結果顯示,整體而言,靜坐訓練對智能障礙學生的學習與適應行為的影響有限。在學習行為方面,靜坐僅對專注及知覺等行為有顯著的作用。在適應行為方面,靜坐活動僅對自理、自導及退縮行為造成影響。至於學習態度方面,則無顯著作用。靜坐法對智障學生行為影響的大小與智障程度有關,智障程度愈重,影響愈小。另外,附屬障礙的存在也左右靜坐訓練的結果,其中以情緒障礙最為顯著。 |
英文摘要 | The purpose of the study was to investigate the impact of Zen meditation on adaptive behaviors, learning characteristics and learning attitudes by students with mental retardation. Subjects consisted of 56 MR students, ranging in level from mild to profound MR. The Zen meditation training was practiced 20 minutes a day, 6 days a week, for 4 months. Apart from anecdotal recording for daily monitoring, a social, validitsy inventory, was used. Results indicated that meditation has limited impact on both adaptive behavior and learning characteristics and little impact on learning attitudes by MR students. There is a link between the impact and level of menral retardation. While the severe group manifested little change in the targeted behaviors, the mild group demonosrrated significant improvement in part of the behaviors of interest, including the attention, and perception of the learning characteristics and self<are, self- direction, and withdrawal of the adaptive behaviors. Further. secondaw handicaps (the emotional disturbances, in particular) appeared to be a confounding variable. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。