積木教學對促進國中自閉症學生學習成效及創意表現之研究

Abstract

本研究旨在探討如何利用積木教學促進國中自閉症學生的學習成效和創造力表現。研究者採用單一受試維持實驗設計，以自編的「積木教學教案」作為主要研究工具，觀察實驗前後學生的創意表現和學習成效。研究者閱讀了國內外關於國中特教班自閉症學生學習特質、創造力教學運用在身心障礙學生方面的相關文獻，並整理成文獻探討。研究者總共進行18次課程，撰寫了12堂介入課程教學，前後各3堂為基線期及維持期觀察。研究結果顯示：壹、積木教學對於國中自閉症學生在「組裝基本模型」上有立即成效、貳、積木教學對於國中自閉症學生在「組裝基本模型」上有維持成效參、積木教學對於國中自閉症學生在「改變基本模型」上有立即成效肆、積木教學對於國中自閉症學生在「改變基本模型」上有維持成效伍、積木教學對於國中自閉症學生在「創新基本模型」上有立即成效陸、積木教學對於國中自閉症學生在「創新基本模型」上成效無法推論柒、積木教學對於國中自閉症學生在「創意表現」上有正向影響本研究對於特殊教育和創造力發展領域的教育工作者和實踐者具有重要的啟示和建議。This study aims to explore how to use building block teaching to promote the learning and creative performance of autistic students in junior high schools. The researcher adopted a single-subject maintenance experimental design and used the self-edited" Building Block Teaching Plan" as the main research tool to observe the students' creative performance and learning effectiveness before and after the experiment. The researcher read relevant literature at home and abroad about the learning characteristics of students in junior high school special education classes and the application of creativity teaching in students with disabilities, and compiled them into literature discussions. The researcher conducted a total of 18 sessions and wrote 12intervention sessions, with 3 sessions before and after serving as baseline and maintenance period observations. research shows:1. The building block teaching has immediate effects on"assembling basic models" for junior high school students with autism. 2. The building block teaching is effective in "assembling basic models" for junior high school students with autism. 3. The building block teaching has immediate effects on "changing basic models" for junior high school students with autism. 4. The building block teaching is effective in "changing basic models" for junior high school students with autism. 5. The building block teaching has immediate results for junior high school students with autism on the"innovation basic model" 6. The effectiveness of building block teaching on the "basic model of innovation" for junior high school students with autism cannot be inferred. 7. Building block teaching has a positive impact on the "creative expression" of junior high school students with autism. This study has important implications and suggestions for educators and practitioners in the fields of special education and creativity development.