| Summary: | 碩士 === 國立東華大學 === 特殊教育學系 === 100 === The purpose of this research is to highlight the process and effect of teachers’ training about integrated arts educational program in order to be used as the reference for the future study given by the relative training plan.
This research lasted for two years and was divided into four stages. Each of them was three months long. The first stage contained mainly kinesthetic training. The second stage contained both kinesthetic training and art theory lessons. The third stage was a teaching demonstration provided by the pillar trainer. The fourth stage was the teaching demonstration represented by the fifteen seed teachers. In this research, all of the participants were mostly composed of fifteen seed teachers from diversifying fields, mentor teachers, children with special needs and their parents.
There were more twenty children with special needs, aged from preschool to elementary school, mainly consisting of autistic children, participating this training lesson from the third stage to the fourth stage. The main subjects of this program were fifteen seed teachers, who observed, recorded and aided the teaching activity in the third stage. The fourth stage were the demonstration teaching performed by the seed teachers. And a review and discuss was held at once after class during the fourth stage.
This research was a Case Study. The research tools were composed of observation, interview, one Questionnaire and two Teaching Efficacy Scales, which of them were self-made by the researcher. The analysis we got, was mainly based on a qualitative description, and a quantitative data as well. After the qualitative analysis, we had findings as follows.
ⅠThe main problems including: 1. How to develop and train seed teachers’ kinesthetic ability. 2. How to create knowledge about special education and arts, and integrate both of them in teaching. 3. How to design and teach integrated arts lessons.
ⅡThe ways used to solve the said problems as below：1. The seed teachers were instructed, directed and trained by mentor teachers. 2. The seed teachers practice and study themselves again. 3. The seed teachers have a long-term devotion and practice Group Cooperative Learning.
ⅢThe effect resulted from the qualitative data included five items.
1. Lesson design: the seed teachers achieved the abilities about how to design integrated arts lessons and write teaching plans. 2. Kinesthetic teaching: the seed teachers developed the abilities about how to teach arts to be integrated mainly with kinesthesis. 3. Arts: the seed teachers enhanced the theory concept and teaching ability about arts. 4. Special education: the seed teachers established the professional knowledge and developed the teaching ability on this field. 5.Teaching efficacy: Enhanced the ability of children with special needs, especially the autistic children’s kinesthetic ability, and promoted their communication and concentration. The most important of all, parents have strongly supported it positively.
Ⅳ Result from the Teaching Efficacy Scale after pre-test and post-test, it showed that the seed teachers made a multi-faced progress after this training program.
ⅤResult from the Satisfactory Questionnaire, it showed that the seed teachers were satisfied with the program, and most of them gave positive standpoints.
No matter from the qualitative or quantitative data, it indicated that this training program produced a good effect.
With the said results, based on the aspects of training lessons, mentor teachers, administrative affairs, seed teachers, parents and suggestions for future research, we provide some related suggestions as reference if similar training is planned in the future.
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