本研究藉由了解學障生學習特徵、小組互動情形、學習態度與學習方法，及學習動機等四面向，探討高職學障生在實習課中的學習狀況。本研究採個案研究法，對三名高職餐飲科學障生進行上課觀察、訪談及文件分析。本研究發現高職學習障礙學生在實習課的表現均比一般科目好，但其學習特徵仍會影響其在實習課的表現。其影響因素如下： 一、實習課小組的評量方式，及組員的異質程度，會影響小組與學障生的互動。學障生因小組同儕介入的教導而獲得幫助，但容易因為組內工作分配不均，減少學習的機會。 二、學習障礙學生的學習特徵仍會影響實習操作課的學習，環境嘈雜、教學時間與內容冗長，會影響學障生的注意力；也因其記憶力不足，無法掌握全面的訊息。 三、興趣讓學障生有較主動積極的學習態度；而學障生的學習態度，會影響其學習與練習的機會。 四、對自己能力的看法，及成功的經驗，關係著學障生對於學習的堅持；學障生的自信心與其內外在目標導向的學習態度有關。 This study probes into the learning processes of students with learning disabilities by examining their learning traits, how they interact in a group, their learning methods, and their attitudes and motivations. In this case study of three students in a culinary training program, I conducted in-class observations, interviews, and document analysis. The results show that the three students perform better in practical training courses than in their academic courses. Factors that relate to their performances are as follows:
1. The evaluation method and the heterogeneous levels of the members of the small group have an influence on the group members and their interaction. Students are helped when their peers teach them in the process; but, unequal task division may reduce their opportunity to learn.
2. The learning traits of the students have an influence on their ability to learn, and noise and class length influence their ability to pay attention. Moreover, their poor memories make it difficult to grasp the overall point of the lessons.
3. Interest in the subject matter result in a more active and positive learning attitude. Moreover, their learning attitudes have an influence on their opportunities to learn and practice.
4. The students’ previous successes and their attitudes about their abilities have an influence on their perseverance. Moreover, their self-confidence is related to their learning attitudes as well as their internal and external goals.
