杜正治TU CHENG CHIH陳靜儀CHEN CHING YI2019-08-282012-8-162019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0599091212%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91760本研究旨在探討結構化策略介入中重度智能障礙學生烘焙課程學習之成效。研究對象為三名台北市某特殊教育學校高職部三年級學生，以單一受試研究法中的跨受試多探試設計進行教學介入。本研究之自變項為結構化教學策略，依變項為學生是否可以習得結構化教學策略及烘焙課程之學習成效，包含課程參與度、獨立操作完成度、保留效果及類化效果。運用自製「結構化策略習得評量表」、「課程參與度評量表」、「獨立操作完成冷凍麵團技能評量表」、「類化評量表」之評量結果，輔以視覺分析及C統計加以分析。研究顯示結果：一、學生可以習得結構化策略。二、結構化教學策略對中重度智能障礙學生在烘焙課的課程參與度及獨立完成度有明顯的提升。三、結構化策略對中重度智能障礙學生具有保留效果及類化效果。The purpose of this study was to investigate the effectiveness of structured strategies in baking courses for students with moderate to severe intellectual disabilities. Participants of study are three third-grade students of a senior high special education school. The multiple probe design across subjects of the single subject research was employed to manipulate teaching intervention. In this study, the independent variable were structured teaching strategies and the dependent variable were learning outcomes of the baking courses demonstrated by students who received the structured strategies, including class participation, independent operation completion, retention effects and the class effects. Results of the study were as follows: First, students can be benefited from structured strategies. Second, participatants showed improvement in the baking course. Third, structured teaching strategies indicated both retention and generalization effects.結構化策略中重度智能障礙烘焙課程課程參與度獨立操作完成度structured strategiesintellectual disabilitiesbaking coursescourse participationindependent operation completion