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

Abstract

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.