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題名：運用嵌入式教學在學前融合教育師資職前培訓之行動研究
書刊名：課程與教學
作者：曾淑賢 引用關係／楊逸飛
作者(外文)：Tseng, Shu-hsien／Yang, Yi-fei
出版日期：2018
卷期：21:1
頁次：頁53-78
主題關鍵詞：自然情境教學；師培生；嵌入式；融合教育；職前培訓；Embedded learning；Inclusion；Pre-service training；Naturalistic teaching；Student teacher
原始連結：連回原系統網址new window
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  • 共同引用共同引用:74
  • 點閱點閱:84
隨著融合教育理念的推廣，超過九成的特殊幼兒進入幼兒園的普通班就讀。而根據文獻支持自然情境教學取向對融合教育的效果較好，顯示學前巡迴教師需更熟悉自然情境的教學支持，並應納入學前特教師資培訓的重點之一。故本研究以行動研究取向來探討培訓師培生運用自然情境教學取向的嵌入式教學策略之過程，以期發展出在實務上有效的培訓方式。研究者將此策略融入課程設計，並徵得14名師培生參與。研究發現師培生雖能理解自然情境取向的概念，也能將策略融入活動與作息，但在選取發展合宜的學習目標和設計呼應目標的策略、自然而不干擾的情境安排等方面遇到困難。建議培訓以小組或個別個案討論提供具體步驟及逐步引導的方式為佳。
As the concept of inclusion getting prevalent in education, more and more young children with special needs have been placed in regular classrooms. According to the literature, naturalistic teaching approach has better impacts on inclusion. Hence, itinerant teachers need to become familiar with naturalistic teaching support, and it should also be emphasized by the pre-service training program for early childhood special educators. This study adopted an action research approach to explore the training process of student teachers using one model of the naturalistic teaching approach, the embedded learning teaching strategies, with the aim to develop a practical and effective training program. The researcher incorporated important components of this strategy into the curriculum, and 14 student teachers participated in the study. Results showed that although student teachers could comprehend the concept of naturalistic teaching and embed strategies into activities and routines, many challenges are encountered, such as choosing developmental appropriate goals and designing relevant strategies, arranging natural and non-interfering context, etc. Based on the findings, it is better to design training by small groups or case studies through a step-by-step guidance.
期刊論文
1.Hancock, T. B.、Kaiser, A. P.(2002)。The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism。Topics in Early Childhood Special Education，22(1)，39-48。  new window
2.劉斐文(20011000)。結合環境安排與自然情境教學法促進功能性溝通之學習。屏師特殊教育，1，70-78。new window  延伸查詢new window
3.Kaiser, A. P.、Ostrosky, M. M.、Alpert, C. L.(1993)。Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children。Journal of the Association for Persons with Severe Handicaps，18(3)，188-199。  new window
4.王天苗(20030900)。學前融合教育實施的問題和對策--以臺北市國小附幼為例。特殊教育研究學刊，25，1-25。new window  延伸查詢new window
5.謝彬彬、曾淑賢、陳錦茗、歐麗玲(20091200)。運用情境教學技術於遊戲團體對提升國小自閉症學童社會適應能力之研究。精神衛生護理雜誌，4(2)，26-36。  延伸查詢new window
6.張世彗(19960600)。早期介入--活動本位介入法。國小特殊教育，21，10-17。new window  延伸查詢new window
7.Bredekamp, S.(1993)。The relationship between early childhood education and early childhood special education: Healthy marriage or family feud?。Topics in Early Childhood Special Education，13(3)，258-273。  new window
8.陳享連、鐘梅菁(20101200)。學前特教巡輔教師提供普通班支援服務現況之研究。特殊教育與復健學報，23，25-47。new window  延伸查詢new window
9.黃世鈺(2001)。「活動本位介入」師資培育課程析論。幼教資訊，125，49-55。  延伸查詢new window
10.顧芳槐(20090700)。以自然情境教學策略教導多重障礙學生在學校適應上之經驗分享--以聽覺障礙合併自閉症為例。東華大學花師教育學院特教通訊，41，43-47。  延伸查詢new window
11.Carta, J.、Atwater, J.、Schwartz, I.、McConnell, S.(1991)。Developmentally appropriate practice: Appraising its usefulness for young children with disabilities。Topics in Early Childhood Special Education，11，1-19。  new window
12.Dinnebeil, Laurie A.、McInerney, William F.、Hale, Lynette(2006)。"Shadowing" itinerant ECSE teachers: A descriptive study of itinerant teacher activities。Journal of Research in Childhood Education，21(1)，4-52。  new window
13.Grisham-Brown, J.、Schuster, J. W.、Hemmeter, M. L.、Collins, B. C.(2000)。Using an embedding strategy to teach preschoolers with significant disabilities。Journal of Behavioral Education，10(2/3)，139-162。  new window
14.Hart, B.、Risley, T.(1968)。Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children。Journal of Applied Behavior Analysis，1(2)，109-120。  new window
15.Johnson, J. W.、McDonnell, J.、Holzwarth, V. N.、Hunter, K.(2004)。The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes。Journal of Positive Behavior Interventions，6(4)，214-227。  new window
16.Losardo, A.、Bricker, D.(1994)。Activity-based intervention and direction instruction: A comparison study。American Journal on Mental Retardation，98，744-765。  new window
17.Macy, M. G.(2007)。Theory and theory-driven practices of activity based intervention。Journal of Early and Intensive Behavior Intervention，4(3)，561-585。  new window
18.Pretti-Frontczak, K. L.、Barr, D. M.、Macy, M.、Carter, A.(2003)。Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: an annotated bibliography。Topics in Early Childhood Special Education，23(1)，29-39。  new window
19.Schwartz, I. S.、Carta, J. J.(1996)。Examining the use of recommended language intervention practices in early childhood special education classrooms。Topics in Early Childhood Special Education，16(2)，251-272。  new window
20.Sewell, T. J.、Collins, B. C.、Hemmeter, M. L.、Schuster, J. W.(1998)。Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays。Journal of Early Intervention，21(2)，132-145。  new window
21.林淑莉(20061200)。環境安排策略結合自然環境教學法的家長訓練方案對學前重／多障／幼兒之家庭互動的影響。特殊教育學報，24，29-55。new window  延伸查詢new window
22.吳璧如(20041200)。幼兒職前教師效能感之測量。教育心理學報，36(2)，165-184。new window  延伸查詢new window
23.蔡昆瀛(20050900)。活動本位教學在學前融合教育之應用。國教新知，52(3)，12-19。new window  延伸查詢new window
24.鐘梅菁(20020200)。學前教師困擾問題之研究--以融合班教師為例。新竹師院學報，15，429-452。new window  延伸查詢new window
25.Horn, E.、Lieber, J.、Li, S.、Sandall, S.、Schwartz, I.(2000)。Supporting Young Children's IEP Goals in Inclusive Settings through Embedded Learning Opportunities。Topics in Early Childhood Special Education，20(4)，208-223。  new window
26.Johnson, J. W.、McDonnell, J.(2004)。An exploratory study of the implementation of embedded instruction by general educators with students with developmental disabilities。Education & Treatment of Children，27(1)，46-63。  new window
27.Goyakla Apache, R. R.(2005)。Activity-based intervention in motor skill development。Perceptual & Motor Skills，100(3)，1011-1020。  new window
28.Macy, M. G.、Bricker, D. D.(2007)。Embedding individualized social goals into routine activities in inclusive early childhood classrooms。Early Child Development and Care，177(2)，107-120。  new window
學位論文
1.謝彬彬(2008)。以遊戲建構人際互動情境對增進國小自閉症學童社會適應能力之研究(碩士論文)。中原大學。  延伸查詢new window
2.曾碧玉(2010)。自然情境教學法在融合情境中對特殊需求幼兒溝通能力之學習成效研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
圖書
1.Bricker, D. D.、Pretti-Frontczak, K. L.、McComas, N. R.(1998)。An activity-based approach to early intervention。Baltimore, MD：Paul H. Brookes。  new window
2.Sandall, S. R.、Schwartz, I. S.(2008)。Building blocks for teaching preschoolers with special needs。Baltimore, MD：Paul H. Brookes。  new window
3.The Division for Early Childhood of the Council for Exceptional Children(2005)。DEC recommended practices。Longmont, CO：Sopris West。  new window
4.Merriam, Sharan B.(1998)。Qualitative research and case study applications in education。Jossey-Bass。  new window
5.Strauss, Anselm、Corbin, Juliet(1998)。Basics of Qualitative Research: Techniques and Procedures for Developing Grounder Theory。Sage。  new window
6.Dinnebeil, L. A.、McInerney, W. J.(2011)。A guide to itinerant early childhood special education services。Baltimore, MD：Paul H. Brookes。  new window
其他
1.Rush, D.，Shelden, M.(2005)。CASEinPoint: Evidence-based definition of coaching practices，http://www.fippcase.org/casetools/casetools_voll_no6.pdf。  new window
圖書論文
1.Kaiser, A. P.、Yoder, P. J.、Keetz, A.(1992)。Evaluating milieu teaching。Causes and effects in communication and language intervention。Baltimore, MD：Paul H. Brookes。  new window
2.Kaiser, A. P.、Hendrickson, J. M.、Alpert, C. L.(1991)。Milieu language teaching: A second look。Advances in mental retardation and developmental disabilities。London：Jessica Kingsley Publishers。  new window
 
 
 
 
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