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  • 如何透過問、想、做、評的行動研究步驟,提升嚴重智障學生的學習效能
  • 香港特殊教育論壇, 10, 70-85, 2008
  • 香港特殊教育學會有限公司
  • 2008
    • Hong Kong
    • 1997.7 onwards
    • Unknown or Unspecified
  • 嚴重智障學生與一般學生一樣,都需要學習新事物及不斷成長,老師必須了解學生不同的特點及需要,設計合適的教學策略,並要不斷檢視成效,才會有學習成果。本文闡述老師嘗試透過問、想、做、評的行動研究步驟,剖析學生需要及現有問題,並訂定施行方案,分享行動研究的經驗,並展示教師專業成長的歷程。 Similar to their mainstream counterparts, students with severe intellectual disabilities will need to be exposed novel experiences for them to be able to learn and develop. Teachers of these students will have to be sensitive to their learning needs and characteristics to be able to design appropriate teaching strategies. And to make sure that the desirable learning outcomes are reached, on going evaluation of the effectiveness of these strategies will be needed. This paper describes how a team of teachers applies the Problem Identification, Planning and Program Action research model to analyses the needs and difficulties of their students for making decisions on their implementation plan for teaching. The process of implementation also demonstrates how the team of teachers developed professionally through such action research process.
    [Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:]
    • Chinese
  • Journal Articles
    • 15627861
  • 2019-04-09

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