本研究旨在探討「活動目錄」課程教導國中中重度智能障礙學生學習成效。由文獻可知，美國奧瑞岡大學所發展之「活動目錄」課程適合做為中重度智能障礙學生課程設計之參考架構，本研究乃依據文獻之理論基礎，進行國中中重度智能障礙學生教學研究；研究方法採單一受試研究法中之跨行為多探試設計，對象為台北市立萬華國中啟智班四名學生，共進行十一週每週三次之教學活動；本研究以個別學習目標評量表探討受試學習休閒、自我生活管理、工作三領域中共九項活動之學習成效與保留成效，並以活動目錄課程意見調查表瞭解教師對本課程意見。
本研究結果如下：
一、四名受試接受「活動目錄」課程教學後，獨立生活能力普遍提升，其中以自我生活管理與工作領域之能力進步最多。
二、休閒領域方面，四名受試於剪貼、玩球、玩黏土三項活動表現有明顯進步，保留期亦有維持效果。唯其中四名受試對不同活動之喜好程度確會影響活動之表現。
三、自我生活管理領域方面，受試們均於「活動目錄」課程教學後，提升洗便當、刷牙、摺衣服三活動之表現能力，且有良好之保留效果。
四、倒垃圾、掃地、擦黑板三項活動的工作領域方面，受試們之表現均能由課程教學中獲得增進，且保留成效良好。
五、四名教師肯定實施本課程之成效。教師們認為無論於教學內容、教學方法均能對受試目前與未來有所助益，甚至對於日後從事教學亦有正向意義。
本研究除針對研究結果詳加討論之外，依據上述結果，分別提出對國中中重度智能障礙學生教學，以及未來研究之建議，俾使推廣「活動目錄」課程之用，及促進智能障礙學生獨立生活之教學參考。

The purpose of this study was to explore the application effects of the "Activities Catalog" curriculum to the junior high school students with moderate and severe mental retardation. A single-subject multiple probe design across behaviors was experimented to four age 13 to 15 students from Wan-Hwa junior high school. Experimental teaching was conducted for eleven weeks with three times a week. Data were presented by graphic method and analyzed by using visual analysis method. Two self-designed instruments, the "Targeted Behavior Checklist" and "Open-question Questionnaires for Teachers", were used to evaluate the effects of the "Activities Catalog" curriculum including leisure, personal management, and work domains.
The results of this study indicated that:
1.The "Activities Catalog" curriculum could enhance four subject's abilities of independence living skills, especially in the personal management and work domains.
2.Both of the treatment and maintenance effects during follow-up sessions showed significant improvements in leisure domain. But the favorite degrees of different activities would influence the performances.
3.The treatment resulted in significant improvements and nice maintenance effects in personal management domain.
4.The treatment resulted in significant improvements and nice maintenance effects in work domain.
5.The feedback from four teachers indicated that the curriculum had positive effects. Both of teaching contents and teaching methods were helpful for subjects' present and future lives and for teachers' teaching.
Recommendations for the teaching and further studies were offered in this study based on the results.

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