在幼兒園融合情境中落實個別化教學策略之行動研究

南華大學機構典藏系統 > 人文學院 > 幼兒教育學系 > 博碩士論文 > Item 987654321/29042

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題名:	在幼兒園融合情境中落實個別化教學策略之行動研究
其他題名:	Action Research on the Application of Individualized Teaching Strategies in the Inclusive Preschool
作者:	陳靖如 CHEN, JING-RU
貢獻者:	幼兒教育學系黃志雄 HUANG, CHIH-HSIUNG
關鍵詞:	個別化教學策略;學前融合班級;課程調整;特殊教育需求幼兒 individualized teaching strategies;inclusive preschool;curriculum modification;children with special education needs
日期:	2022
上傳時間:	2022-08-30 14:46:48 (UTC+8)
摘要:	本研究旨在自然情境中運用個別化教學策略，以解決學前融合班級教師班級經營之困擾，以及特殊教育需求幼兒參與班級活動之問題。採取行動研究法，以一位就讀私立幼兒園小班之特殊教育需求幼兒為研究對象，透過觀察評量、擬定行動方案、執行行動、省思和調整行動等歷程進行探究。　　本研究結果如下：一、個別化教學策略在學前融合班級之實施與執行歷程包括，透過個別化生態評量，釐清特殊教育需求幼兒在自然情境中，參與一日作息活動和學習環境上的問題，據以瞭解特殊教育需求幼兒的班級生態，再運用學習活動與需求分析表，找出特殊教育需求幼兒的學習目標和學習需求，接著再透過個別化課程調整策略檢核表，找出個案適用策略，最後再將擬定好的學習目標和教學策略放到個別化學習目標與教學策略應用檢核表，檢核目標實施成果，並依據幼兒的表現與需求調整目標和檢核內容。二、主題課程及學習區活動中，特殊教育需求幼兒的課程參與度提升，且能以長句回應他人問題，和他人有良好的社會與語言互動。三、轉銜活動中，特殊教育需求幼兒能融入班級作息，且能依照程序和他人一起參與活動；在語言方面，能以長句表達自己需求，並和他人有良好的社會互動。四、個別化教學策略調整，能有效提升幼兒園融合情境中，特殊教育需求幼兒之學習與活動參與比率，並解決教師班級經營之困擾與問題。五、個別化教學策略調整對融合情境中之班級教師，雖會遇瓶頸，但亦有專業上的支持與成長。本研究根據上述研究結果，對學前融合班級教師及未來研究提出相關建議，以供學校教師之課程調整教學及研究者參考。　　This study adopted individualized teaching strategies in a natural scenario to solve the problems experienced by teachers during class management in inclusive preschool settings and to encourage class participation by children with special educational needs. An action research design was adopted to examine a child with special educational needs who was enrolled in the primary class of a private kindergarten. Data were gathered through observations, assessment, reflection, and the formulation, implementation, and adjustment of action plans. 　　The following conclusions are drawn:1. During the implementation of the individualized teaching strategies in the inclusive preschool, an individualized ecological assessment clarified the problems encountered by the child in the natural learning scenario and daily activities. The assessment provided a further insight into the classroom ecology experienced by the child. A learning activity and needs analysis form was then employed to identify the child’s learning goals and needs. Subsequently, an individualized curriculum modification strategy checklist was adopted to determine the optimal teaching strategies for the child. Finally, the determined learning goals and teaching strategies were incorporated into the checklist to verify the goal achievement. The learning performance and needs of the child were assessed to adjust the goals and assessment approach. 2. In themed courses and activities hosted in the learning zone, the child exhibited improved class participation and was able to answer others’ questions by using long sentences. The child also displayed satisfactory social and language interactions.3. In transitional activities, the child was able to adapt to the class schedule and participate in activities jointly with others while following the activity rules. The child also expressed his needs by using long sentences and demonstrated favorable social interactions with others.4. Fine adjustment of the individualized teaching strategies effectively improved the child’s learning and activity participation rate in the inclusive preschool, mitigating the difficulties and problems facing the teacher’s class management. 5. Despite the obstacles encountered in the inclusive preschool during the adjustment of the individualized teaching strategies, the teacher was able to receive professional support and engage in professional growth. According to the research results, suggestions are provided to inclusive preschool teachers and future research on curriculum adjustment.
顯示於類別:	[幼兒教育學系] 博碩士論文

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