一般教育情境下特殊需求學生的輔導.pptVIP

* * * * * * * * All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures. * All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures. * A second important body of research is the teacher effects studies. The teacher effects research represents a line of studies that in which attempts were made to identify those teacher behaviors that were related to student achievement gain. The focus was on observing and recording classroom instruction and identifying those instructional procedures associated with the most successful and the least successful teachers. ? In this research, the investigators first identified a number of instructional procedures to study. After all the data were collected, the investigators used correlational statistics to specify the adjusted gain for each classroom. That is, the raw gain for each class, from pretest to posttest, was adjusted for the entry level of each classroom . In the final step, the investigators looked to instructional behaviors they had recorded for each class and correlated those behaviors with the measure of each class adjusted achievement gain. Through the use of these procedures, the investigators were able to identify which instructional behaviors were associated or correlated with student achievement gain. * * * * * * * * * * * * * * * * 空間規劃與調整 1.提供結構化環境 2.營造個人學習空間 3.提供學習中心或角落學習 課程與教學調整 1.口頭教學指示方面 2.書面教學指示方面 3.個別化作業練習方面 4.教學資源方面 行為與常規輔導 1.增強系統方面 2.輔導態度方面 3.輔導制度方面 4.輔導策略方面 504教室方案 認知功能受損學生的有效教學策略 （A）提供結構化的環境： 將課程/作息表明確告知 利用視覺輔助提醒教室規則或班級公約 注意座位的安排〈接近教師，位於較專注學生之間，遠離干擾源〉 規劃靜態與動態活動空間 善用顏色的提示功能 認知功能受損學生的有效教學策略： （1）空間規劃調整方面 （B）提供個人學習空間： 提供安靜的獨立作業空間 提供額外的課桌椅或置物空間 依學生學習風格調整空間配置 必要時設置情緒轉換角落 （C）提供學習中心： 設置閱讀角 設置視聽角 設置實作區 認知功能受損學生的有效教學策略： （1）空間規劃調整方面 （A）重複並簡化教學指示： 盡量簡化口頭指示並力求清楚 多舉例說明（通例教學原則） 如有必要，要求孩子覆述指令 溝通時與學生