「溝通訓練」課程的翻轉教室：職前特殊教育教師AAC教學能力的訓練

The Flipped Classroom for“Communication Training”Course: Training Pre-service Special Education Teachers in AAC Instruction

為了提升身心障礙學生的溝通訓練品質，師資培育課程應強化職前特殊教育教師在輔助溝通之教學能力的培訓，特別是由理論轉化為實踐的能力。本研究旨在探討翻轉教室如何促進職前特殊教育教師在輔助溝通方面的知識和實踐技能，強調理論與實踐之間的聯繫，以提升職前特殊教育教師在AAC（輔助溝通，Augmentative and Alternative Communication）教學的準備度。本研究採描述性研究設計(descriptive research design)，溝通訓練課程的修課學生為研究參與者，一學期的課程內容除了翻轉教室方法，還融入業師協同教學、AAC個案介入計畫，研究中蒐集量化和質性資料，以了解本課程教學成效。研究發現有三：（1）翻轉教室方法提升參與者對AAC服務的知識、技能和態度的學習成效；（2）翻轉教室方法促進參與者類化到AAC教學現場的實踐能力；（3）參與者對翻轉教室方法感到高度滿意。

To enhance the quality of communication training for students with disabilities, preservice special education teacher training programs should strengthen their training in augmentative and alternative communication (AAC) instruction, particularly in teachers’ability to translate theoretical knowledge into practice. This study aimed to explore how a flipped classroom approach can promote preservice special education teachers’knowledge and practical skills in AAC, emphasizing the integration of theory and practice to improve their preparedness for AAC instruction. A descriptive research design was adopted. Participants were students enrolled in a semester-long communication training course that incorporated a flipped classroom model, co-teaching with industry experts, and AAC case-based intervention projects. Both quantitative and qualitative data were collected to evaluate the effectiveness of the current curriculum design. The findings revealed three main outcomes: (1) the flipped classroom approach enhanced participants’knowledge, skills, and attitudes toward AAC services; (2) it supported the generalization of AAC instructional practices to real-world teaching contexts; and (3) participants expressed high levels of satisfaction with the flipped classroom approach.