| 摘要: | 智能障礙學生在學校教育中屬於較為特殊的一部分，教學方法亦不同於正常教法，需特別規劃、執行，才能達到預定的教學目的。在多年的特教工作中，深感智能障礙學生在學習上，無法將課堂中所習得的知識及技能，類化、遷移並運用在實際的生活中，但透過校外教學的方式，卻能使智能障礙學生在自然的生活情境中，進行有效的學習，且成效比在教室內的學習更好，此為主要的研究動機。旨在探討特殊教育教師規劃、實施及執行校外教學，對國小教育階段智能障礙學生之相關影響；本文透過文獻探討、參與觀察及深度訪談，探究智能障礙學生在生活上、學習上之問題，並研擬適切之校外教學方式，希從研究中印證出校外教學活動對智能障礙學生除有學習上的幫助外，更對其生活、休閒活動會有所影響。最後，對於智能障礙學生的未來進入社會後有所助益，更能適應社會的生活。 研究結果發現，透過妥善規劃的校外教學，必能導引智能障礙學生有所成長，增進其日常生活知識、技能、休閒活動及社會適應等。
Students belonging to mental retardation rather special part of education in schools, teaching methods are also different from the normal teaching, special needs planning, implementation, to achieve the intended purpose of teaching. After years of work in special education, mental retardation deep student learning, can not be learned in the classroom knowledge and skills, class of, migration and use in real life, but by way of outdoor education, but to make students with mental retardation living in a natural context, for effective learning, and the results are better than classroom learning, this is the main research motive. Aims to explore the special education teacher planning, implementation and enforcement of outdoor education, students of the obstacles related to the impact on small stages of education intelligent; article through literature review, participant observation and in-depth interviews, to explore mental retardation students in life, learning problems, and to develop appropriate teaching methods of the school, the Greek confirmed from the study and teaching activities of the school in addition to helping students with mental retardation on learning, but also have an impact on their lives, and leisure activities are. Finally, after mental retardation future students into the community could be useful, can adapt to life of the community. The results found that through proper planning of outdoor education, will be able to guide students with mental retardation has grown, enhance their daily lives the knowledge, skills, leisure activities and social adaptation. |
