直接教學原則在智能障礙兒童的應用

The Principles of Direct Instruction for Children with Intellectual Disability

智能障礙兒童受限於學習能力及不利的學習特徵，探索的、發現的、啟發的、暗示的、問思的、觸類旁通的、創造的等應用于一般兒童的教學原則，對智障兒童並不適合。反之，重視教師明確指導的直接教學原則，就相當適用于此類兒童。本文說明直接教學的原則，包括：（1）針對教學領域（例如口語表達、社會技巧、閱讀）進行教學；（2）教學由教師主導；（3）對學生直接而明確的教學；（4）零推論原則；（5）應用有效力及有效率的教學原則與方法；（6）對學習結果直接評量；（7）再教學。最後舉出應用于智障兒童的非直接教學與直接教學對照實例，尤可鮮明突顯此一教學模式「直接而明確教學」的精髓。

Children with intellectual disability are limited by learning abilities and defective learning characteristics. The teaching principles applied to general children, such as exploratory, discovering, heuristic, implicit, inquiring, generalized, and creative principles, are not suitable for children with intellectual disability. On the contrary, the principles of direct instruction that emphasize on direct and explicit instruction are applicable for them. This article discussed principles of direct instruction, including:1.Teaching focused on curriculum areas(such as oral expression, social skills, reading) and accommodations/ modifications; 2.Teachers being dominant in instruction; 3.Direct and explicit teaching to students;4.Zero-degree inference;5.Applying effective and efficient teaching principles and methods;6.Direct assessment for learning outcomes; 7.Re-teaching. Finally, non-direct instruction vs. direct instruction examples for children with intellectual disability were presented.