中學階段自我決策教學實務之初探
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Date
2007-03-??
Authors
康淳惠
Journal Title
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Publisher
國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文概述自我決策的定義樂重要性，與一些可實際應用在課堂上的自我決策教學模式。根據文中四種教學模式，得知自我決策之教學主要在教導學生下述項目：了解自己的能力和需求、據此設定目標、然後採取行動、並評估行動之後果。教學技巧不外乎協助學生認自我決策概念，並協助學生了解其能力興趣和需求；和學生一起設定目標；問學生問題並給予回饋、角色扮演、採取行動、評量學習成效、必要時修正目標。自我決策教學模式適用於輕度障礙、就讀中學的學生，文未並分享筆者在自我決策方面的教學心得。
In this article, the author first mentioned the definition and importance of self determination, then described some practical models on self-determination instruction. These models, suitable for high school students with mild disabilities, mainly focused on teaching students to understand their own abilities and needs, set their goals, take action, and evaluate the consequences. Teaching strategies used were: (1) helping students know their abilities, interests, needs and the concept of self determination; (2) asking students questions and giving them feedback; (3) role-playing; (4) taking action and evaluating the learning effects; (5) adapting the goals if necessary.
In this article, the author first mentioned the definition and importance of self determination, then described some practical models on self-determination instruction. These models, suitable for high school students with mild disabilities, mainly focused on teaching students to understand their own abilities and needs, set their goals, take action, and evaluate the consequences. Teaching strategies used were: (1) helping students know their abilities, interests, needs and the concept of self determination; (2) asking students questions and giving them feedback; (3) role-playing; (4) taking action and evaluating the learning effects; (5) adapting the goals if necessary.