臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：普通班教師參與身心障礙學生課程調整之研究
書刊名：特殊教育研究學刊
作者：蔣明珊 引用關係
作者(外文)：Chiang, Ming-shan
出版日期：2004
卷期：27
頁次：頁39-58
主題關鍵詞：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
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:132
  • 點閱點閱:89
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。
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.
期刊論文
1.Alihide, R. M.、Dunse, L.、Brunken, C. D.(2001)。Improving fluency in at-risk readers and students with learning disabilities。Remedial and Special Education，22(1)，48-54。  new window
2.Diamond, K. E.、Hestenes, L. L.、O'Connor, C. E.(1994)。Integrating Young Children with Disabilities in Preschool: Problems and Promise。Young Children，49(2)，68-75。  new window
3.Slavin, R. E.、Madden, N. A.、Karweit, N. L.、Livermon, B. J.、Dolan, L. L.(1990)。Success for all: First-year outcomes of a comprehensive plan for reforming urban education。American Educational Research Journal，27(2)，255-278。  new window
4.賴惠鈴、黃秀霜(19990600)。不同識字教學模式對國小學生國字學習成效研究。初等教育學報，12，1-26。new window  延伸查詢new window
5.Gable, R. A.、McLaughlin, V. L.(1993)。Unifying general and special education teacher preparation。Preventing School Failure，37(2)，5-10。  new window
6.Greene, G.(1999)。Mnemonic Multiplication Fact Instruction for Students with Learning Disabilities。Learning Disabilities Research & Practice，14(3)，141-149。  new window
7.Harrower, J. K.(1999)。Educational inclusion of children with severe disabilities。Journal of Positive Behavior Interventions，1(4)，215-235。  new window
8.Lebzelter, S.、Nowacek, E. J.(1999)。Reading Strategies for Secondary Students with Mild Disabilities。Intervention in School & Clinic，34(4)，212-220。  new window
9.Leirer, K.、Dancer, J.(1998)。Reading Comprehension Strategies Used by Deaf Middle-school Student。Perceptual and Motor Skills，87(3)。  new window
10.Mastropieri, M. A.、Sweda, J.(2000)。Putting Mnemonic Strategies to Work in an Inclusive Classroom。Learning Disabilities Research & Practice，15(2)，69-75。  new window
11.Mastropieri, M. A.、Scruggs, T. E.(1998)。Constructing more Meaningful Relationships in the Classroom: Mnemonic Research into Practice。Learning Disabilities Research & Practice，13，138-145。  new window
12.McMaster, K. N.、Fuchs, D.(2002)。Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek's Review。Learning Disabilities Research & Practice，17(2)，107-118。  new window
13.Scruggs, T. E.、Mastropieri, M. A.、Levin, J. R.(1985)。Vocabulary acquisition by mentally retarded students under direct and mnemonic instruction。American Journal of Mental Deficiency，89，546-551。  new window
14.Slavin, R. E.(1984)。Team assisted individualization: Cooperative learning and individualized instruction in the mainstreamed classroom。RASE，5(6)，33-42。  new window
15.Stephens, J. A. H.、Dwyer, F. M.(1997)。Effect of varied mnemonics strategies in facilitating student achievement of different educational objectives。International Journal of Instructional Media，24(1)，75-89。  new window
16.Wigle, S. E.、Wilcox, D. J.(1996)。Mainstreaming in Education--United States。Remedial and Special Education，17(5)，323-329。  new window
學位論文
1.蔣明珊(2002)。普通班特殊需求學生課程調整之探討及其在國語科應用成效之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.陳淑絹(1995)。「指導-合作學習」教學策略增進國小學童閱讀理解能力之實徵研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
3.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
4.林建平(1994)。整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
5.林淑貞(1992)。圖畫心像策略對國中輕度智能不足學生記憶文章內容效果之研究，沒有紀錄。  延伸查詢new window
圖書
1.Bradley, D. F.、King-Sears, M. E.、Tessier-Switlick, D. M.(1997)。Teaching Students in Inclusive Setting: From Theory to Practice。Boston, MA：Allyn and Bacon。  new window
2.Ysseldke, J. E.、Algozzine, B.、Thurlow, M. L.(1995)。Critical Issues in Special Education。Boston, MA：Houghton Mittlin company。  new window
3.Hoover, J. J.、Patton, J. R.(1997)。Curriculum Adaptations for Students with Learning and Behavior Problems: Principles and Practices。Austin, TX：PRO-ED。  new window
4.Lipsky, D. K.、Gartner, A.(1997)。Inclusion and school reform: Transforming America's classrooms。Baltimore, MD：Paul H. Brookes Publishing Co.。  new window
5.Kochhar, C. A.、West, L. C.、Taymans, J. M.(2000)。Successful Inclusion: Practical Strategies for a Shared Responsibility。Prentice-Hall, Inc.。  new window
6.何國華(1998)。特殊兒童心理與教育。台北：五南圖書出版有限公司。  延伸查詢new window
7.Kirk, S. A.、Gallagher, J. J.、Anastasiow, N. J.(1997)。Educating exceptional children。Houghton Mifflin Company。  new window
8.何三本(2001)。九年一貫語文教育理論與實務。臺北市：五南。  延伸查詢new window
9.羅秋昭(2002)。國小語文科教材教法。台北：五南。  延伸查詢new window
10.Bigge, J. L.、Stump, C. S.、Spagna, M. E.、Silberman, R. K.(1999)。Curriculum, Assessment, and, Instruction For Students with Disabilities。Wadsworth Publishing Company。  new window
11.王萬清(1997)。國語科教學理論與實際。臺北：師大書苑。  延伸查詢new window
12.陳弘昌(1999)。國小語文科教學研究。臺北：五南圖書出版股份有限公司。  延伸查詢new window
13.Kemmis, S.、McTaggart, R.(1988)。The action research reader。Geelong, Victoria：Deakin University Press。  new window
14.黃政傑、林佩璇(1996)。合作學習。五南。  延伸查詢new window
15.蔡清田(2000)。教育行動研究。五南圖書出版股份有限公司。  延伸查詢new window
16.Patton, Michael Quinn(1990)。Qualitative Evaluation & Research Methods。Beverly Hills, CA。  new window
17.何素華(1996)。國小普通班與啟智班兒童合作學習效果之研究。臺北市：文景書局。new window  延伸查詢new window
18.張正男(1983)。語文遊戲。臺北市：台北市立社會教育會館。  延伸查詢new window
其他
1.Ayres, B.(0)。Examples of curricular adaptations for students with severe disabilities in the elementary classroom，沒有紀錄。  new window
2.Billingsley, B. S.，Farley, M.，Rude, H. A.(1993)。Program leadership for serving students with disabilities，沒有紀錄。  new window
3.Burnette, J.(1987)。Adapting instructional materials for mainstreamed students: Issue Brief 1，沒有紀錄。  new window
4.Farlow, L. J.(1994)。Cooperative learning to facilitate the insclusion of student with moderate to severe mental retardation in secondary subject-area classes，沒有紀錄。  new window
5.Neary, T.，Halvorsen, A.，Kronberg, R.，Kelly, D.(1992)。Curriculum Adaptation for inclusive classroom，沒有紀錄。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：857（臺灣：856，外國：1） ／ 本年度總使用人次：2133566 ／ 訪客人次（自102年09月）：67930272
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上