| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 98 === Meal preparation training for junior high school students with mental retardation generally has the following problems:
1. The students are much dependent on teacher’s instructions, and the opportunities for hands-on practices are limited; therefore, they are unable to master the skills.
2. Most of the students cannot complete a food production alone. Even if some could, it might take a semester or even more than one academic year of training before they could prepare a meal independently.
3. It is difficult for students with mental retardation to follow through the steps on the recipes while they cook.
Therefore, this study used video demonstrations based on task analysis approach to address the current educational problems encountered. The purpose of this study is to explore the effects of video demonstrations on their learning skills, how much of the effect stood the test of time, and generalization of the skills.
This study adopted “single subject research” design method, and the subjects involved were three special education class students with mental retardation at the Taipei municipal junior high school. The data was collected through observation of assessment during hands-on tasks.
The major findings of the study are as follows.
First, for junior high school students with mental retardation, applying “the video materials based on task analysis approach” to meal preparation training indeed promotes positive effects on their learning skills.
Second, for junior high school students with mental retardation, applying “the video materials based on task analysis approach” to meal preparation training could maintain the positive effects of the learning skills.
Third, for junior high school students with mental retardation, applying “the video materials based on task analysis approach” to meal preparation training would contribute to their generalization of learning skills.
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