淡江大學機構典藏:Item 987654321/113999
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/113999


    Title: 問題導向學習對國中智能障礙者問題解決能力之研究
    Other Titles: A study of problem-based learning on problem-solving abilities for junior high school intellectual disability students
    Authors: 陳婉柔;Chen, Wan-Jou
    Contributors: 淡江大學教育科技學系數位學習在職專班
    徐新逸
    Keywords: Intellectual Disability;Problem-Based Learning;Problem-Solving Abilities;問題解決能力;問題導向學習;智能障礙者
    Date: 2017
    Issue Date: 2018-08-03 14:38:21 (UTC+8)
    Abstract: 本研究以國中集中式特教班智能障礙學生為研究對象，探討運用問題導向學習（Problem-Based Learning, PBL）於課程中，對三位智能障礙學生問題解決能力之影響。研究方法採用單一受試者研究法中的A-B-C撤回設計，自變項為問題導向學習，依變項為問題解決能力之立即成效與保留成效。
    　　研究結果顯示，運用問題導向學習於課程中，對三位受試者的問題解決能力有正向影響，均顯著提升問題解決能力且具有立即成效。在保留成效方面，三位受試者皆呈現明顯問題解決能力的保留成效，但僅有兩位達到顯著保留成效。本研究之研究價值在於提供PBL教學方案可有效運用在智能障礙者的教學中，且能有效提升其問題解決能力並且具有保留成效。
    The purpose of this study was to examine the effects of using Problem-based Learning in course for three junior high school students with Intellectual disability on their problem-solving abilities. The research framework was based on A-B-C single-subject research design. This study took the PBL strategy as an independent variables, and participants’ immediate effects and retention effects of problem-solving ability as dependent variables.
    After the experimental treatment with PBL, all three participants showed significant effects on problem-solving ability. At the same time, their learning curve also showed positive and improved effects. Moreover, two participants also showed significant retention effects. This study was valuable because it provided a PBL program of instruction that could be used effectively in the teaching of students with Intellectual disability, and improved their problem-solving ability and remained retention effects.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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