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研究生: 李佩庭
Pei-Ting Li
論文名稱: 當ADHD資優生與資優班教師相遇時-獨立研究課程之行動研究
When ADHD gifted students meet teachers of the gifted :The action research of independent study for gifted students
指導教授: 盧台華
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 191
中文關鍵詞: ADHD資優生資優班教師獨立研究課程行動研究
英文關鍵詞: ADHD gifted students, Teachers of the Gifted, independent study, action research
論文種類: 學術論文
相關次數: 點閱:221下載:58
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  • 本研究採用行動研究法,透過教室觀察紀錄、教師省思札記、討論紀錄及訪談紀錄之資料蒐集方式,探討資優班教師為兩位安置於身心障礙資源班中之ADHD資優生提供獨立研究課程的行動歷程、成效與資優班教師之專業成長、省思與改變。

    研究者從行動歷程中歸納出以下結論:
    一、資優班教師安排身心障礙資源班中的ADHD資優生到資優班上課會遇到課程時間安排、學生學習態度、教師專業知能與家長資源/支持等方面之問題與限制。

    二、由於ADHD資優生之不專注及過動行為,以及學習動機低落等問題行為,使得研究者在進行獨立研究課程時,較無法掌控課堂秩序與進度,且須調整教學方式及課程內容。

    三、ADHD資優生的問題行為、學習態度與動機,以及專爲資優學生設計之課程內容會限制其優勢能力的發揮。

    四、ADHD資優生在參與獨立研究課程的過程中,因尚未具備足夠能力挑選符合自己優勢能力的主題及進行研究,故比一般資優生需要更多的引導,因此只提供一學期一週兩節課的量是不足的,尚未能看出明顯成效。

    五、研究者將ADHD資優生視為一般資優生並提供服務,未能針對其優弱勢能力進行適合的教學安排及調整,使研究者從高期待轉變成為失望,也發現自己在身心障礙方面的教學專業知能不足。

    根據以上結論,研究者提出未來對ADHD資優生教育服務及相關研究之建議。

    This action research was to explore the process of the performances on the independent study of the two ADHD gifted students whom are classified in resource-room program for the disabled, and self-growth of the gifted teachers as well. Data were collected through classroom observation records, teacher’s reflection diaries, discussions, and interviews.

    Major findings were as follows:

    1.Gifted teachers should consider problems and limitations, including time scheduling, learning attitudes, teachers’ capabilities and knowledge on disabilities, and parent supports while doing the independent study on their giftedness.

    2.Due to the problem behaviors of ADHD gifted students, such as inattention, hyperactivity, and low learning motivation, the researcher could not easily control the schedule and order of the class and adjust the curriculum content and teaching methodology.

    3.ADHD student’s problem behaviors, low learning attitude/motivation and curriculum content mainly for the gifted hindered their gifted potential in doing independent study.

    4.ADHD gifted students did not have the capabilities to choose the independent study topic that coped with their giftedness. It needed more teachers’ guide than other gifted students. By this reason, the effects did not show obviously in this only one semester with two hours per week.

    5.In this action research process, the researcher felt excited with high expectation at first. Because of viewing the ADHD gifted students as other gifted ones, and provided same courses for them without adjusting based on their advantages and disadvantages, the researcher decreased expectation, felt lacking of enough knowledge and experiences to handle their problem behaviors, and disappointed gradually.

    According to the above findings, the researcher raised some suggestions for teaching and future research.

    第一章 緣起與目的……………………………………1 第一節 點燃熱情的引信………………………………1 第二節 研究目的與問題………………………………20 第二章 文獻探討………………………………………23 第一節 ADHD資優生的行為特質………………………23 第二節 ADHD資優生的鑑定與安置……………………31 第三節 ADHD資優生的教學與獨立研究………………39 第三章 研究方法………………………………………51 第一節 採取行動研究的理由…………………………51 第二節 研究場域及參與者……………………………53 第三節 研究工具………………………………………57 第四節 研究流程………………………………………58 第五節 資料蒐集、編碼與分析………………………61 第六節 研究的信賴度…………………………………64 第四章 研究結果………………………………………65 第一節 獨立研究課程前的鋪路階段…………………65 第二節 獨立研究課程的摸索期………………………76 第三節 個別指導的獨立研究課程……………………113 第五章 討論……………………………………………145 第六章 結論與建議……………………………………161 第一節 結論……………………………………………161 第二節 建議……………………………………………163 <後記>……………………………………………… 171 參考文獻……………………………………………… 173 附錄…………………………………………………… 181 附錄一 家長同意書………………………………… 181 附錄二 研究起點訪談大綱………………………… 182 附錄三 研究進度紀錄表(家長版)……………… 183 附錄四 研究進度紀錄表(教師版)……………… 184 附錄五 發現研究問題學習單……………………… 185 附錄六 檢視研究問題學習單……………………… 186 附錄七 省思札記舉例……………………………… 187 附錄八 訪談紀錄舉例……………………………… 188 附錄九 討論紀錄舉例……………………………… 189 附錄十 教室觀察紀錄舉例………………………… 190 附錄十一 小甫的獨立研究作品…………………… 191 圖表目次 圖3-1 獨立研究課程流程圖………………………… 58 圖3-2 研究運作模式流程圖………………………… 59 表2-1 特教班及特教教師相關數據一覽表………… 38 表3-1 原始資料明細表……………………………… 62 表3-2 資料編輯範例………………………………… 63 表4-1 獨立研究課程表……………………………… 71 表4-2 第一階段面臨的難題及因應策略…………… 76 表4-3 第二階段面臨的難題及因應策略…………… 112 表4-4 小甫的獨立研究進度表……………………… 114 表4-5 小恩的獨立研究進度表 …………………… 128

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