试析启智班多轴线教学与传统教学之异同 - 国立台东大学特殊教育中心.PDF

試析啟智班多軸線教學與傳統教學之異同 黃富廷 國立臺東大學特殊教育系助理教授 摘 要 本文目的在探討啟智班多軸線教學與傳統教學之異同處，其中，針對個別化程度、教學活 動三部曲、學生在課堂上的等待時間、教學前之工作負荷、教學中之工作負荷、教師的角色、 教案的撰寫數量、學生的學習動機、教材難度取捨、學生的獨立探索空間等議題進行相關論述。 關鍵詞：啟智班教學、多軸線教學 An Analysis on the Differences between Traditional and Multiple-Threaded Instructions in Classrooms for Children with Intellectual and Developmental Disability Fu-ting Huang Assistant Professor, Special Education Department of National Taitung University ABSTRACT This article aims to discuss the differences between traditional instruction and instruction of multiple threads in classes for children with intellectual and developmental disabilities. The major focus was kept on several topics, namely, individualization degree, three steps of instructional activity, waiting time for pupils in class, burdens before instruction, burdens during instruction, teachers’ roles, numbers of instruction activity design, pupils’ motivation, difficulty degree of instructional materials, and independent exploration space for pupils. Keywords: Instructions for Children with Intellectual and Developmental Disabilities, Instructions of Multiple Threads 壹、前言 數） （黃富廷，2009 ）的角度來看：在啟智班 教學中，常見的傳統教學往往較傾向於單軸 若從「個別化程度第一方程式」（以下簡 線（1T, one thread ）及雙軸線（2T, two threads ） 稱「 I −1 方程式」）I T （其中，I 個 的教學設計模式，而較為罕見之多軸線（MT, s multiple threads ）教學則由於提供了3 條以上 別化程度、 T 教學軸線數量、s 學生人