角色扮演法對國小智能障礙學生性教育之教學成效
No Thumbnail Available
Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
角色扮演法對國小智能障礙學生性教育之教學成效
摘 要
本研究旨在探討角色扮演法對國小智能障礙學生性教育之教學成效。研究方法採單一受試研究法之跨行為多探試設計,研究對象為安置台北縣仁愛國小普通班,接受資源教室服務之四名高年級智能障礙學生。本研究之自變項為角色扮演法,依變項為四名受試之性教育教學成效,教學內容分為「性生理知識」、「兩性關係」與「自我保護」三個單元。實驗教學介入為期七週,共計二十一次教學活動,實驗結束後四週進入保留期,每單元之保留期評量三次。研究工具為自編之「性教育教學評量表」。研究結果之資料分析採視覺分析法,含曲線圖、階段內、階段間分析,並以C統計為輔助分析。
研究結果顯示:一、角色扮演法對增進四名受試之「性生理知識」正確率具有良好之立即與保留效果;二、角色扮演法對增進四名受試之「兩性關係」正確率具有良好之立即與保留效果;三、角色扮演法對增進四名受試之「自我保護」正確率具有良好之立即與保留效果。
本研究除依上述結果詳加討論外,更提出對未來研究之建議。
Effects of the Role Playing on Sexuality Education by Elementary School Children with Mental Retardation Yin-Chi Lin Abstract The purpose of this study was to examine the effects of role-playing on sexuality education by elementary school students with mental retardation. A single-subject experimental study of multiple probe design across behaviors was used to evaluate the effects on 4 participants who are 5 and 6 graders with mental retardation and are receiving the Resource Room services in the Taipei County Ren-Ai Elementary School. Role-playing was the independent variable in the study, and the dependent variable was the effect of sexuality education on 4 participants. The sexuality education consists of “physiology of sex” , “gender relation”, and “self protection”. A total of 21 experimental lessons were given during 7 weeks. Retention phase began 4 weeks after the experiment was finished. Meanwhile, 3 counts of evaluation on retention phase was delivered for each lesson. A researcher-made scale was employed to evaluate on teaching sexuality education. Data analysis of study outcome were performed mainly through visual analysis which includes curve, analysis within the phase, and analysis between phases and, in addition, C statistic was used as an auxiliary analysis. The study ended up with 3 main outcomes as following: 1. Role playing resulted in enhanced effectiveness on “physiology of sex” to 4 participants by accuracy, immediacy, and retention. 2. Role playing resulted in enhanced effectiveness on “gender relation” to 4 participants by accuracy, immediacy, and retention. 3. Role playing resulted in enhanced effectiveness on “self protection” among 4 participants by accuracy, immediacy, and retention. Further discussion was addressed and suggestions were proposed for future studies.
Effects of the Role Playing on Sexuality Education by Elementary School Children with Mental Retardation Yin-Chi Lin Abstract The purpose of this study was to examine the effects of role-playing on sexuality education by elementary school students with mental retardation. A single-subject experimental study of multiple probe design across behaviors was used to evaluate the effects on 4 participants who are 5 and 6 graders with mental retardation and are receiving the Resource Room services in the Taipei County Ren-Ai Elementary School. Role-playing was the independent variable in the study, and the dependent variable was the effect of sexuality education on 4 participants. The sexuality education consists of “physiology of sex” , “gender relation”, and “self protection”. A total of 21 experimental lessons were given during 7 weeks. Retention phase began 4 weeks after the experiment was finished. Meanwhile, 3 counts of evaluation on retention phase was delivered for each lesson. A researcher-made scale was employed to evaluate on teaching sexuality education. Data analysis of study outcome were performed mainly through visual analysis which includes curve, analysis within the phase, and analysis between phases and, in addition, C statistic was used as an auxiliary analysis. The study ended up with 3 main outcomes as following: 1. Role playing resulted in enhanced effectiveness on “physiology of sex” to 4 participants by accuracy, immediacy, and retention. 2. Role playing resulted in enhanced effectiveness on “gender relation” to 4 participants by accuracy, immediacy, and retention. 3. Role playing resulted in enhanced effectiveness on “self protection” among 4 participants by accuracy, immediacy, and retention. Further discussion was addressed and suggestions were proposed for future studies.
Description
Keywords
角色扮演, 智能障礙, 性教育, role playing, mental retardation, sexuality education