圖片提示教學策略對高職綜合職能科學生中餐烹調丙級檢定術科衛生技能學習成效之研究

The Effects of Picture Prompt Teaching Strategy on Hygienic Skills of Students with Mild Intellectual Disabilities in Vocational High Schools

本研究旨在探討圖片提示教學策略對高職綜合職能科學生中餐烹調丙級檢定術科衛生技能之成效。本研究採用單一受試研究法之跨受試多探試設計對三名就讀綜合職能科一年級之學生進行教學。研究者運用自編20個步驟之衛生技能提示圖卡，並配合運用5 秒鐘固定延宕時間策略、口頭提示及社會性增強策略，進行洗滌及切割衛生技能教學介入。研究者蒐集受試者之衛生技能正確率、完成時間及衛生技能圖卡使用頻率，並以描述統計分析及視覺分析法，探討教學成效。此外，研究者亦對受試者及食物製備協同教師進行訪談。研究結果如下：1.三位受試者經過圖片提示教學策略介入後，衛生技能正確率有顯著增加之趨勢，並有良好之維持及類化效果。2.圖片提示教學策略介入後，能縮短受試者完成洗滌及切割動作之時間。3.兩名受試者之衛生技能圖卡使用頻率，隨教學次數增加而遞減，最終完全無需觀看圖卡即完成所有步驟；另一名受試者則於實驗各階段皆相當依賴圖卡完成衛生技能動作。三位受試者最常使用「洗乾貨」步驟之圖卡，而在「切加工食品」、「切蔬菜」及「切肉」步驟上，圖卡使用頻率偏低。4.受試者及食物製備協同教師皆對圖片提示教學策略予以肯定與認同。

The purpose of this study was to explore the effects of picture prompt teaching strategy on teaching hygienic skills to three students with mild intellectual disabilities in senior vocational high school. The study used multiple-probe， across-participant design with baseline， treatment， maintenance， and generalization phases. Training sessions were conducted three times a week， each lasting for 40 minutes. During training sessions， the participants were taught to utilize 20 picture cues of washing and cutting sequences within the tasks. The intervention was combined with constant 5-second delay， verbal prompts， and verbal praises. Data were collected on percentages of correct steps， time of completion， and frequency of picture use. The results were analyzed through percentage statistics and visual analysis. Furthermore， the researcher interviewed the three participants and their coordinating teacher to gather their opinions about this study. The results showed that picture prompt teaching strategy was effective in increasing correct performance of tasks for all three participants with mild intellectual disabilities. They learned the tasks successfully and were able to complete each step more efficiently than before. They also could maintain hygienic skills correctly and generalize the task performance to other places and to new food ingredients. In addition， two of the three participants could even complete tasks without the use of picture prompts at the end of the study while the other one may still need to rely on picture cards. According to the interviews， the three participants and teacher held positive attitudes and were satisfied with the intervention effects of picture prompt teaching strategy.