在融合班級中應用合作教學於綜合活動領域之行動研究

Abstract

本研究以台北縣安安國中（化名）的一個七年級普通班作為研究場域，透過行動研究法探討資源教師與普通教師在綜合活動領域課程建構合作教學的歷程。本研究包含三個研究目的，首先探討合作教學的運作歷程，其次探討合作方案對學生之間的人際互動影響及學生在合作教學中的參與程度，最後探討研究者與普通教師的專業成長。

在研究過程中，以討論記錄、學生訪談記錄、省思記錄、觀察記錄、人際互動技能檢核表及學生回饋問卷等方式蒐集資料。

在研究初期，由於教室秩序及課程均未詳盡規劃，使課程進行混亂。第二階段，經由對話及反思，研究者與普通教師共同發現教學問題及解決策略，形成互動良好的伙伴關係。

本行動方案的結果顯示：（1）視不同的課程內容，彈性運用合作教學模式；（2）教室經營方案及教案，有助於合作教學的運作；（3）普通學生與特殊學生間的人際互動有正向的改變；（4）大部分的普通學生對合作教學持正向肯定的態度；（5）中度障礙學生參與度有正向提升，重度障礙學生參與度則有限及（6）普通教師在教材、教法及班級經營上有所成長，能運用較多的教學策略來協助特殊學生的學習，研究者也歷經合作心態的轉變，肯定自己的教學並在行動歷程中實踐資源教師許多不同的角色。This action research focused on the process of a resource teacher and a regular education teacher using cooperative teaching in a 7th grade Integrative Activities regular class. The main purposes in this research were: (1) to discuss the process of cooperative teaching; (2) to understand the influence on the entire research to the students’ interpersonal relationships, and (3) to inquiry the professional growth of the researcher and the regular education teacher during the action research process.

In the research process, data were collected through researcher’s notes, meeting minutes, interviews, observation records, interactive-interpersonal skill inventory and student’s feedbacks. The main findings were: (1) the teachers could select different cooperative teaching models based on curricular demands; (2) classroom management and teaching plan aided the process of the cooperative teaching; (3) the interpersonal relationships between special and regular students had positive change; (4) majority of the students showed positive attitudes to the whole research process; (5) the participation degree of the student with moderate mental retardation enhanced positively, (6) the participation degree of the student with severe mental retardation was limited, (7) the regular education teacher could utilize more teaching methods, and (8) the researcher also extended resource teacher’s roles.