發展遲緩兒的融合教育教學效果分析~以蒙特梭利教學為例

CCUR > College of Social Sciences > Department of Social Welfare > thesis > Item 987654321/25420

Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/25420

Title:	發展遲緩兒的融合教育教學效果分析~以蒙特梭利教學為例 Analysis of Teaching Quality Effect for Children with Developmental Delay Under Inclusive Educatoin Model ~ Montessori Teaching as a Case Study
Authors:	彭秀蓁 Peng, Hsiu-chen
Contributors:	青少年兒童福利碩士學位學程
Keywords:	融合教育蒙特梭利學前發展遲緩兒學前托尼非語言智力測驗巡迴輔導老師巡迴輔導老師 inclusive education Montessori education Montessori education preschool children with developmental delay Test of Nonverbal Intelligence-Third Edition Test of Nonverbal Intelligence-Third Edition itinerant teachers
Date:	2013-06
Issue Date:	2013-10-03 13:36:27 (UTC+8)
Abstract:	本研究的目的是為了要瞭解學前發展遲緩兒在融合教育及蒙特梭利教育兩者環境下，所接受的不同課程教學中，認知能力、語言能力及適應行為能力的教學品質成效分析！針對融合教育模式及蒙特梭利教育模式個案前後表現差異及個案優劣勢為何?!針對個案優弱勢評估分析作結論及建議! 本研究以實驗法為主，分兩個部份，一部份以汐止區學前發展遲緩兒之(融合教育及蒙特梭利教育)導師、協同教學老師、家長、巡迴輔導老師、相關專業人員(職能治療師、物理治療師、語言治療師)為調查對象，另一部份使用學前托尼非語言智力測驗(甲乙式) 、學前認知發展測驗、學前語言障礙評量表測驗及修定中華適應行為量表測驗，做個案測驗結果之(智力測驗、認知發展測驗、語言障礙評量表測驗及適應行為量表測驗)各領域教學效果分析、測驗事後比較分析、教學法的教學品質效果解釋，並對前後測驗評量內容做差異性的分析比較! 融合情境教學模式下及蒙特梭利教學模式下認知能力測驗中，針對個案在認知能力有作分析；在溝通語言能力比較個案所需補強的方向達到語言教學品質的效果，以進一步確認其是否具有溝通上的困難及障礙，以便進行語言矯治及溝通訓練；修定中華適應行為量表中評量、解釋、描述生活適應行為十二個領域的發展狀況及是否達到特殊幼兒常模平均數之標準，評量結果可以評估生活適應行為發展優劣情形，並提供教學補救輔導之用! 研究處理及分析包括描述性統計\敘序性統計\事後比較及測驗前後測之間的存在性差異\教學法有效影響程度等等!! Analysis of Teaching Quality Effect for Children with Developmental Delay Under Inclusive Educatoin Model~ Montessori Teaching as a Case Study Abstract The purpose of this research is to understand analysis of teaching quality effect of cognitive ability, verbal ability, and adaptive ability of preschool children with developmental delay while taking different curriculum teaching under inclusive education and Montessori environment. What are the differences of case’s performance before and after and what are the pros and cons of the case under inclusive education model and Montessori education model? And conclusions and suggestions proposed based on the SWOT analysis on the case. The quantative research is divided into two parts, one is to target (inclusive education and Montessori education) tutors, parents, itinerant teachers, related professionals (occupational therapist, physiotherapist, speech therapist of preschool children with developmental delay) as respondents, the other is use Test of Nonverbal Intelligence-Third Edition (type A, B), Preschool Achievement Test, Language Disorder Assessment Test for Preschooler and Revised Adaptive Behavior Assessment System Test, and conduct teaching effect analysis on various test results (Intelligence Test, Cognitive Development Test, Language Disorder Assessment Test, Adaptive Behavior Assessment System Test), post hoc analysis, explaination on the teaching quality effect of teaching method and conducts comparative analysis of differences between pre- and post-test contents. In a cognitive ability test of inclusisve-based teaching model and Montessori teaching model, there is analysis of tendancy on case’s cognitive ability, compare direction that the case should foster in terms of verbal ability in order to achieve effect of teaching quality so as to further verify whether there is communication barrier and difficulty and facilitate language pathology and communication training; whether the development status of assessment, explanation, description life adapative behaviors by 12 areas achieve standard of norm mean of special children in a Revised Adaptive Behavior Assessment System Test, in which assessment outcomes could evaluate pros and cons of adapative behavior of life and could be provided for remedial teaching, research analysis is conducted by SPSS including descriptive statistics/post hoc and differences between pre- and post-test/level of effective effect of teaching etc.
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