杜正治彭筱梅2019-08-282008-9-212019-08-282007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594091318%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91645本研究旨在探討過程本位教學對國中中度智能障礙學生職業技能學習成效增進情形。本研究自變項為過程本位教學；依變項為職業技能與計畫能力學習成效得分百分比。研究對象為三名國中中度智能障礙學生，採單一受試研究法中的跨行為多探試設計，共進行每週六節，每節四十五分鐘，為期十週之實驗教學介入。本研究運用職業技能學習成效評量表與計畫能力評量表，輔以訪談家長與教師來討論實驗結果。探討受試在餐飲技能、裝配技能及到商店整理三項技能的立即成效與保留成效，及計畫能力立即成效與保留成效。受試者的學習成效均以得分百分比表示，再將所得資料以圖表方式呈現，並進行視覺分析與C統計分析。研究顯示：1.運用「過程本位教學」於國中智能障礙學生職業技能學習成效，具有良好的立即效果；2.實驗處理撤除後，受試在職業技能的學習成效上，仍保持水準以上，具有良好的保留效果；3.運用「過程本位教學」於國中智能障礙學生計畫能力的學習成效，具有立即成效；4.實驗處理撤除後，受試在計畫能力的學習成效上，其表現維持處理期水準，具有良好的保留效果。 本研究依據研究結果與限制提出有關教學及未來研究之建議，以為教師及研究者之參考。A study of the vocational skills enhancement and effect of process-based instruction (PBI) on students with mental retardation was described, using the process-based instruction (PBI) as the independent variable, the vocational skills and the planning ability as dependent variables. Three given students with mental retardation of a special class in junior high school were subjected to the multiple probes across-behavior design of a single subject during a time frame of ten weeks, six classes per each. The learning effects were ranked and characterized by the usage of visual analysis and C statistical analysis, showing：1. The vocational skills were significantly improved after the process-based instruction training. 2. The vocational skills retained well for after the end of training. 3. The planning abilities of all subjects were significantly improved after the process-based instruction training. 4. The planning abilities retained well after the end of training. Combining above conclusions, the researcher proposes specific suggestions for teaching and future research智能障礙學生過程本位教學職業技能students with mental retardationProcess-Based InstructionVocational Skills