本研究嘗試探討嚴重智障兼多重弱能兒童是否具備高階思維的共通能力︰創造力、批判性思考能力、解決問題能力。透過文獻探究擬定評估準則，並利用互動故事作為教學策略，進行施教、觀察和評估，以得出結果。研究結果顯示，嚴重智障兼多重弱能兒童一樣具備不同程度的高階思維能力。只要因應學生的學習特性和需要，給予適當的引導和啟發，一樣可以提升這些方面的能力。當然，他們必須經過不斷的練習，及教師採取多元化的課程設計、教學策略和活動來引導學生，才能提升和鞏固其高階思維的能力。 The study examined whether students with severe mental handicap and multiple disabilities had higher order thinking skills: creativity, critical thinking skills and problem solving skills. The students were taught using the strategy of interactive story and the assessment criteria of the three higher order thinking skills were develop through reviewing related studies in the literature, Students' performance in the three higher order thinking skills were observed and rated based on the developed assessement criteria. The results indicated that students with severe mental handicap and multiple disabilities exhibit different degree of higher order thinking skills during the lessons. In teachers could provide appropriate guidance and stimulation based on the characteristics and needs of these students, higher order thinking skills could be developed though repeated practice would be necessary to reinforce the skills.
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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:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]