生命教育課程對國中身心障礙資源班學生自我概念介入成效之研究

Abstract

本研究旨在探討生命教育課程對國中身障資源班學生自我概念介入成效。研究對象為就讀台北市立國民中學身障資源班學生，研究方法採單一受試跨受試多探視實驗設計進行教學研究。 本研究的自變項為生命教育課程；依變項為自我概念。研究者分別以國中學生自我概念與生活適應調查表及生命教育課程教學後受試者自我概念提昇之成效與建議問卷收集教學後資料，分析實驗教學介入後受試者自我概念能力的表現及家長導師的社會性效度。本研究結果如下： 一、生命教育課程教學對國中身心障礙學生自我概念能力之立即學習效果 二、生命教育課程教學對國中身心障礙學生自我概念能力之立即學習維持效果 三、受試者家長及導師皆對生命教育課程教學能提昇受試者自我概念能力有著正向支持與肯定。

The purpose of this study was to explore effects and impacts of the life education curriculum on the self concept of junior high school resource room students with disabilities.The single subject multiple probe design across participants was employed and conclusions were as follows.

1. Life education program on the self concept of junior high school resource room students with disabilities demonstrated the main effects. 2. Life education program on the self concept of junior high school resource room students with disabilities showed maintenance effects. 3. As part of the social validity,all the participating parents and teachers confirmed the above conclusions and gave their full support for the life education program on the self concept of junior high school resource room students with disabilities