國立虎尾科技大學 |

桌遊融入社會技巧課程對高職資源班學生人際關係之研究 = = A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	桌遊融入社會技巧課程對高職資源班學生人際關係之研究 =/ 吳依恬.
其他題名:	A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses /
其他題名:	A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses.
作者:	吳依恬
出版者:	雲林縣 :國立虎尾科技大學 , : 民113.07.,
面頁冊數:	[9], 106面 :圖, 表 ; : 30公分.;
附註:	指導教授: 王文瑛.
標題:	experimental research. -
電子資源:	電子資源

桌遊融入社會技巧課程對高職資源班學生人際關係之研究 = = A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses /
吳依恬

桌遊融入社會技巧課程對高職資源班學生人際關係之研究 =A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses /A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses.吳依恬. - 初版. - 雲林縣 :國立虎尾科技大學 ,民113.07. - [9], 106面 :圖, 表 ;30公分.

指導教授: 王文瑛.

碩士論文--國立虎尾科技大學休閒遊憩系碩士在職專班.

含參考書目.

本研究對象為雲林某高職資源班學生，採用實驗研究法的單組前-後測實驗設計，透過前後測搭配訪談及觀察紀錄，探討桌遊教學對學生在社會技巧課程中的學習成效及其回到原班的人際適應情形。研究將分為三個階段進行，第一階段為前測，透過訪談及量表施測評估高職資源班學生在情緒表達、同理思考及人際互動等方面的表現。第二階段為課程實施，將桌遊融入社會技巧課程進行教學，透過觀察學生的學習狀況及教學反思來修正教學策略。第三階段為後測，以量表施測及訪談比較高職資源班學生在情緒表達、同理思考及人際互動等方面的前後差異，並進行分析及討論。研究者自行設計桌遊教案，並收集中學生人際關係量表的前後測結果，輔以觀察紀錄、訪談、學習單、回饋表等等資料，進行分析和交叉比對，作為研究結果歸納。本研究旨在探索桌遊融入高職資源班學生的社會技巧課程提升其人際關係的可行性。研究將著重於設計和實施桌遊教學介入，觀察學生在課程中的學習成效，並透過前後測和質性觀察來評估其在人際適應的成長與改變。研究結果將有助於我們更深入了解桌遊融入教學對於高職資源班學生人際關係的影響，並為教育實踐提供有力的依據，也給予高職資源班學生另一種學習途徑的選擇。研究結果說明如下：一、桌遊融入社會技巧課程能有效提升受試者的人際關係，尤以「人際互動」向度最為顯著，「人際認知」次之，在實驗處理前後達顯著差異。二、桌遊融入社會技巧課程能有效提升受試者的社會技巧，「理解表達」、「情緒同理」、「溝通協調」及「團隊合作」都有正向的轉變。三、桌遊融入社會技巧課程對於四類不同特殊需求的高職資源班學生都有學習成效，其中自閉症經過教學實驗介入後的改變最不明顯。四、桌遊融入社會技巧課程能提升受試者的學習動機及參與度。五、桌遊融入社會技巧課程能促進研究者之省思與專業成長。.

(平裝)Subjects--Topical Terms:

1449813
experimental research.

桌遊融入社會技巧課程對高職資源班學生人際關係之研究 = = A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses /
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245 1 0 $a 桌遊融入社會技巧課程對高職資源班學生人際關係之研究 = $b A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses / $c 吳依恬.
246 1 1 $a A Study on the Interpersonal Relationships of Students in Higher Vocational Resource Classes through the Integration of Board Games into Social Skills Courses.
250 $a 初版.
260 # $a 雲林縣 : $b 國立虎尾科技大學 , $c 民113.07.
300 $a [9], 106面 : $b 圖, 表 ; $c 30公分.
500 $a 指導教授: 王文瑛.
500 $a 學年度: 112.
502 $a 碩士論文--國立虎尾科技大學休閒遊憩系碩士在職專班.
504 $a 含參考書目.
520 3 $a 本研究對象為雲林某高職資源班學生，採用實驗研究法的單組前-後測實驗設計，透過前後測搭配訪談及觀察紀錄，探討桌遊教學對學生在社會技巧課程中的學習成效及其回到原班的人際適應情形。研究將分為三個階段進行，第一階段為前測，透過訪談及量表施測評估高職資源班學生在情緒表達、同理思考及人際互動等方面的表現。第二階段為課程實施，將桌遊融入社會技巧課程進行教學，透過觀察學生的學習狀況及教學反思來修正教學策略。第三階段為後測，以量表施測及訪談比較高職資源班學生在情緒表達、同理思考及人際互動等方面的前後差異，並進行分析及討論。研究者自行設計桌遊教案，並收集中學生人際關係量表的前後測結果，輔以觀察紀錄、訪談、學習單、回饋表等等資料，進行分析和交叉比對，作為研究結果歸納。本研究旨在探索桌遊融入高職資源班學生的社會技巧課程提升其人際關係的可行性。研究將著重於設計和實施桌遊教學介入，觀察學生在課程中的學習成效，並透過前後測和質性觀察來評估其在人際適應的成長與改變。研究結果將有助於我們更深入了解桌遊融入教學對於高職資源班學生人際關係的影響，並為教育實踐提供有力的依據，也給予高職資源班學生另一種學習途徑的選擇。研究結果說明如下：一、桌遊融入社會技巧課程能有效提升受試者的人際關係，尤以「人際互動」向度最為顯著，「人際認知」次之，在實驗處理前後達顯著差異。二、桌遊融入社會技巧課程能有效提升受試者的社會技巧，「理解表達」、「情緒同理」、「溝通協調」及「團隊合作」都有正向的轉變。三、桌遊融入社會技巧課程對於四類不同特殊需求的高職資源班學生都有學習成效，其中自閉症經過教學實驗介入後的改變最不明顯。四、桌遊融入社會技巧課程能提升受試者的學習動機及參與度。五、桌遊融入社會技巧課程能促進研究者之省思與專業成長。.
520 3 $a The subjects of this study are students in a resource class in a higher vocational school in Yunlin. It adopts a single-group pre-test and post-test experimental design using the experimental research method. Through pre- and post-test combined with interviews and observation records, it explores the impact of board game teaching on students' learning in social skills courses. The results and the interpersonal adjustment situation when returning to the original class. The research will be conducted in three phases. The first phase is pre-test, which uses interviews and scales to evaluate the performance of students in higher vocational resource classes in aspects such as emotional expression, empathetic thinking and interpersonal interaction. The second stage is curriculum implementation, integrating board games into social skills courses for teaching, and revising teaching strategies through observation of students’ learning status and reflection on teaching. The third stage is the post-test, which uses scale testing and interviews to compare the differences between students in higher vocational resource classes in terms of emotional expression, empathetic thinking, and interpersonal interaction, and conducts analysis and discussion. The researcher designed the board game teaching plan by himself and collected the pre- and post-test results of the Interpersonal Relationship Scale for middle school students, supplemented by observation records, interviews, study sheets, feedback forms and other materials, for analysis and cross-comparison as a summary of the research results. This study aims to explore the feasibility of integrating board games into social skills courses for students in higher vocational resource classes to improve their interpersonal relationships. The research will focus on designing and implementing board game teaching intervention, observing students' learning effectiveness in the course, and evaluating their growth and changes in interpersonal adaptation through pre- and post-tests and qualitative observations. The research results will help us gain a deeper understanding of the impact of integrating board games into teaching on the interpersonal relationships of students in higher vocational resource classes, provide a strong basis for educational practice, and also give students in higher vocational resource classes an alternative learning path. The research results are explained as follows: 1.Integrating board games into social skills courses can effectively improve the interpersonal relationships of subjects, especially the "interpersonal interaction" dimension is the most significant, followed by "interpersonal cognition", with significant differences before and after the experimental treatment. 2.The integration of board games into social skills courses can effectively improve the social skills of subjects, with positive changes in "understanding and expression", "emotional empathy", "communication and coordination" and "team cooperation". 3.The integration of board games into social skills courses has learning effects for students in higher vocational resource classes with different special needs. Among them, autism has the least obvious change after intervention through teaching experiments. 4.Integrating board games into social skills courses can improve subjects’ learning motivation and participation. 5.Integrating board games into social skills courses can promote researchers’ reflection and professional growth..
563 $a (平裝)
650 # 4 $a experimental research. $3 1449813
650 # 4 $a higher vocational resource classes. $3 1449812
650 # 4 $a interpersonal relationships. $3 1449811
650 # 4 $a social skills courses. $3 1449810
650 # 4 $a board games. $3 1449809
650 # 4 $a 實驗研究法. $3 1449808
650 # 4 $a 高職資源班. $3 1449807
650 # 7 $a 人際關係. $2 lcstt $3 833596
650 # 4 $a 社會技巧課程. $3 1449806
650 # 4 $a 桌遊. $3 1449805
856 7 # $u https://handle.ncl.edu.tw/11296/ujjtyc $z 電子資源 $2 http