桌上遊戲融入社會技巧教學增進視障學童人際互動之行動研究,ERICDATA高等教育知識庫
高等教育出版
熱門: 程明风  黃昱倫  李明昆  王善边  祝智庭  黃乃熒  
高等教育出版
首頁 臺灣期刊   學校系所   學協會   民間出版   大陸/海外期刊   政府機關   學校系所   學協會   民間出版   DOI註冊服務
篇名
桌上遊戲融入社會技巧教學增進視障學童人際互動之行動研究
並列篇名
An Action Research on the Integration of Board Games into Social Skills Teaching to Improve Interpersonal Interaction for the Student with Visual Impairment
作者 白又文吳純慧
中文摘要

本研究旨在透過桌上遊戲融入社會技巧教學,以改善國小視障學童與明眼同儕相處時不適當之行為並增進其互動。採用行動研究方式,以一名國小四年級就讀特教班視障學童與六名明眼同儕透過三款桌上遊戲進行互動,進行兩次循環共八週16堂課的桌上遊戲融入社會技巧教學。教學活動後,研究者進入視障學童進行融合課程之普通班級觀察兩週,了解教學實施後人際互動的應用成效。資料蒐集包含:「國民中小學社交技巧行為與特徵檢核表」分數、觀察記錄表、教學省思日誌以及訪談資料等。研究結論顯示,(一)社交技巧直接教學並搭配桌上遊戲實際互動,透過循環調整教學目標之課程方案為可行之教學方式;(二)視障學童在「提升挫折容忍力」、「不誤解他人意思」、「不隨意碰觸他人物品」等社會技巧能力有所改善,並增進了在普通班的人際互動;(三)行動研究有助於提升研究者在應用桌上遊戲融入課程規劃與教學成長、教學溝通與協調等教師專業知能。最後,根據本研究的發現與結論,提出相關建議供未來教學與研究參考。

 

英文摘要

Purpose

In Taiwan, special education is committed to promoting inclusive education. Therefore, students in centralized special education classes in many schools are assigned part of the time to ordinary classes, so that students in special education classes have the opportunity to interact and communicate with teachers and students in ordinary classes. However, it was found that special students lack social skills, and there are still many difficulties in interacting with ordinary class students. In order to solve the problems observed by researchers in the teaching field, the purpose of this study is as follows. (1) To develop the teaching of social skills of board games for the student with visual impairment. (2) To explore whether the teaching of board game integration and social skills to the student with visual impairment can improve inappropriate behaviors in interpersonal interaction, and whether it can enhance interpersonal interaction with sighted peers. (3) To understand the researcher’s teaching growth and reflection in the process of teaching research. Literature review: Social skills of visually impaired students: Many studies had pointed out that in addition to systematic curriculum planning, the curriculum design of providing social skills for visually impaired students pays more attention to providing opportunities to interact with sighted peers during the curriculum, so as to increase the experience of practical interpersonal interaction. In Taiwan, relevant research on the intervention of social skills teaching for visually impaired students mainly focuses on improving social skills of visually impaired students through direct teaching or group training to cope with their interpersonal challenges. However, the research design of interacting with discerning peers had not been introduced into the curriculum. Application of board games in special education and considerations for visually impaired students: In recent years, board games have been paid more and more attention to and widely used in the teaching of special students. In terms of the objects of empirical research, most of them focused on teaching interventions to improve the interpersonal interaction of students with autism, intellectual disability, ADHD, etc. At the same time, in recent years, we have also begun to see the design and research of board games targeting the visually impaired. However, they were still lack of relevant empirical research on how to improve the interpersonal interaction of visually impaired students by teaching courses through board games. Therefore, this study intends to develop and revise the teaching plan of integrating board games into social skills. At the same time, evaluate the implementation effect of board games integrating social skills teaching on the interpersonal interaction between the student of visual impairment and discerning students. And analyze the impact of the implementation process on teachers’ professionalism Intellectual growth and reflection.

Methods

Action research: This study adopted the action research method to explore the practice and effect of integrating board games into the teaching of social skills for the student of visual impairment. Participants: A fourth-grade visually impaired student in a centralized special education class in an ordinary school, and six discerning board game interactive students. These six students had no disability qualifications, were recommended by teachers to be emotionally stable, and had no interaction experience with the visually impaired student in this study. In addition, this study also included other relevant participants, including researchers, teacher assistants, teachers in integrated classes, students in integrated classes, etc. Curriculum design: This study designed 8 weeks and 16 lessons for teaching intervention, the first four weeks as the first round, and the last four weeks as the second round. Each lesson lasts forty minutes, and there were two classes a week. The first class of the week was teaching social skills through direct teaching; the second class was board game activities, inviting students with discerning eyes to participate in the board game together, if the student of visual impairment had inappropriate behavior during the process, teacher paused the game immediately and taught the appropriate method at the same time. The table games in this study were: “Arabian Pot” for hearing, “UNO” for vision, and “Star Trek” for touch. At the same time, when interacting with the table games, adjust the playing methods and rules of the board games in a timely manner according to the characteristics of the visually impaired students and the relevant precautions in the teaching of the student of visual impairment. Research tools: The research tools in this study included: Social Skills Behavior and Characteristics Checklist for Primary and Secondary Schools, Board Game Social Skills Record Form, Integration Class Behavior Observation Record Form, Interview Record, Teaching Reflection Log. Research process: The research processes were divided into three stages. The first stage was the preparatory stage. The second stage was the teaching practice stage. This implementation plan was not a one-way straight line. If new problems or teaching difficulties were discovered during the research process, the solution would be rethought and new action strategies would be implemented. The third stage was the data processing and analysis stage after teaching. Data processing and analysis: This research used different sources to collect data, including teaching reflections, text files translated from teaching videos, standardized assessment tests, board game social skills record sheets, fusion class behavior observation record sheets, and interview data of different subjects. At the same time, triangular cross-validation was carried out to check the consistency and reliability of the data. Research ethics: In this study, informed consent was obtained from the research subjects and relevant participants.

Results

The results showed that, (1) The developed curriculum plan was a feasible teaching method; (2) The student with visual impairment had improved social skills such as “improving frustration tolerance”, “not misinterpreting other people’s meaning”, “not touching other people’s objects casually”, and he enhanced the interpersonal interaction in ordinary classes; (3) The action research helped to increase teacher’s professional knowledge.

Conclusions

The teaching suggestion is to establish opportunities for ordinary students and special students to study together, and for special education teachers to take the initiative. Suggestions for future research include increasing the duration of social skills lessons and using board games to train other social skills.

 

起訖頁 001-031
關鍵詞 視覺障礙學童社會技巧桌上遊戲行動研究student with visual impairmentboard gamessocial skillaction research
刊名 特殊教育學報  
期數 202312 (58期)
出版單位 國立彰化師範大學特殊教育學系
DOI 10.53106/207455832023120058001   複製DOI
QR Code
該期刊
下一篇
數學學習困難學生與非數學學習困難學生分數數值比較能力之差異與具體-表徵-抽象策略之教學成效

高等教育知識庫  閱讀計畫  教育研究月刊  新書優惠  

教師服務
合作出版
期刊徵稿
聯絡高教
高教FB
讀者服務
圖書目錄
教育期刊
訂購服務
活動訊息
數位服務
高等教育知識庫
國際資料庫收錄
投審稿系統
DOI註冊
線上購買
高點網路書店 
元照網路書店
博客來網路書店
教育資源
教育網站
國際教育網站
關於高教
高教簡介
出版授權
合作單位
知識達 知識達 知識達 知識達 知識達 知識達
版權所有‧轉載必究 Copyright2011 高等教育文化事業股份有限公司  All Rights Reserved
服務信箱:edubook@edubook.com.tw 台北市館前路 26 號 6 樓 Tel:+886-2-23885899 Fax:+886-2-23892500