王慧婷胡慈恩Hu, Tzu-En2019-08-282018-08-262019-08-282018http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005091323%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91323　　研究者為學前普通班教師，在進行教學時，觀察到班上特殊需求學生在溝通的能力進步幅度有限，在教學過程中，由於教師人力的限制，常找不到適合的時間執行個別化教學計畫（以下簡稱IEP），心有餘力而不足，因此透過實際執行「融合課程建構模式(Building Blocks)」，解決教育實務之困難。 　　本研究目的包括：一、探討研究者於目前任教之學前普通班運用「融合課程建構模式」之實施歷程；二、探討研究者於目前任教之學前普通班運用「融合課程建構模式」提升發展遲緩幼兒溝通能力之成效。研究者以學前普通班教師之身分，自學融合課程建構模式，以類行動研究的方式來進行。 　　實施結果如下： 一、教師運用建構模式實施之歷程可分為三個階段： 　　（一）研究初期－如履薄冰地朝實務前進 　　（二）研究中期－閱讀文獻進行反思與調整 　　（三）研究後期－教與學自在的融入班級中 透過實施建構模式中的「嵌入式學習」，可以幫助教師將IEP目標融入在班級作息，解決教師之課程困擾，同時也學習建構模式中的教學技巧與課程調整，增進教師專業知能。 二、學生溝通IEP目標為：主動打招呼、主動表達需求、仿說、回答故事中簡單問題和回答問句，經執行建構模式後，提升發展遲緩幼兒溝通能力之成效為： 　　（一）直接通過之目標為：仿說、回答問句 　　（二）依學生能力調整目標後通過為：主動打招呼、主動表達需求、回答故事中簡單問題 　　最後，本研究給欲嘗試建構模式之學前普通班教師，以及給未來想更深入研究建構模式者之建議，以期以自身經驗給未來想執行建構模式者參考。The author was a general preschool education teacher who observes that the students with special needs in the class have limited progress in their ability to communicate．In the course of teaching, due to the limitation of the manpower of the teacher, the author was often unable to find suitable time to carry out IEP．So through the "Building Blocks" to solve the difficulties of education practice． The objectives of this study include：1.To explore the implementation process of the “Building Blocks” used by the author in her general pre-school class．2.To explore the effectiveness of the author's current preschool class in using the “Building Blocks ” to improve the communication skills of the retarded children．The author studied the “Building Blocks” and reported it by the way of action research． The implementation results are as follows： First, the process of teacher implementation using the “Building Blocks” can be divided into three stages：Preliminary research – to approach the practice cautiously．Mid-term research - reading literature for reflection and adjustment．Performing stage - integration of teaching and learning in the class． Through the implementation of " Embedded Learning Opportunities " in the construction mode, teachers could integrate IEP goals into their class schedules, solved their curriculum problems, and learned the teaching skills and curriculum adjustments in the construction mode to improve teachers' professional knowledge. Second, the student communication IEP goals related to this report are： active greetings, proactive expression of needs, imitation, answering simple questions and answering questions in the story． After implementing the “Building Blocks”, the effectiveness of improving the communication skills of children with special in need is： I."Pass"：Imitation speaking、Answering the question II."Pass after adjusting the target according to student' abilities"：Actively greeting、Actively express needs、Answer the simple questions in the story Finally, this study is for preschool general education teacher who are trying to use “Building Blocks”, and for those who want to study the “Building Blocks” in more depth in the future, I hope to take my experience to those who want to implement the “Building Blocks” in the future．發展遲緩溝通能力融合教育融合課程建構模式學前教師學前普通班Building Blockscommunication skillsdevelopmental delaygeneral preschool educationinclusive educationpre-school teachers