融入社會技巧的科學營
No Thumbnail Available
Date
2021-06-??
Journal Title
Journal ISSN
Volume Title
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
本文旨在分享高雄市某一所國小的資源班老師，以九位普通班高年級的自閉症學生為對象，製作太陽能車為主題，設計與執行「合作學習」教學取向的假日科學營之進行歷程，除了在課程設計上，針對一般太陽能車教學活動教案，依九位學生的能力進行教材的修正、精簡、增加和替換外，在科學營當中亦針對學生的行為問題融入課堂技巧、適時求助、挫折處理、討論與表達、小組合作等社會技巧的教學。教學者依據學生每次上課的表現和課程執行的情形進行省思和修正，形成下一次上課內容，同時在最後一次活動進行時亦進行全市的觀議課研習。最後，作者就執行的結果進行討論與建議。
The article aimed to share the teaching process of a resource classroom teacher at a primary school in. The process was a holiday science camp that designs and implements a "cooperative learning" teaching orientation with the theme of producing a solar car for nine 5th and 6th grades students with autism. The curriculum design was based on a teaching plan of general solar car teaching activities, and the ability of nine students to modify, streamline, increase and replace activities. In this science camp, the teacher also integrated classroom social skills for students with behavioral problems. Those social skills were timely help, dealing with frustration, how to discuss and express ideas, and group cooperation skills. The teacher modified activities based on each previous class performance by students. In the final activity, the class was observed and discussed by other teachers in Kaohsiung City. Finally, the author discusses and suggests the results of the implementation.
The article aimed to share the teaching process of a resource classroom teacher at a primary school in. The process was a holiday science camp that designs and implements a "cooperative learning" teaching orientation with the theme of producing a solar car for nine 5th and 6th grades students with autism. The curriculum design was based on a teaching plan of general solar car teaching activities, and the ability of nine students to modify, streamline, increase and replace activities. In this science camp, the teacher also integrated classroom social skills for students with behavioral problems. Those social skills were timely help, dealing with frustration, how to discuss and express ideas, and group cooperation skills. The teacher modified activities based on each previous class performance by students. In the final activity, the class was observed and discussed by other teachers in Kaohsiung City. Finally, the author discusses and suggests the results of the implementation.