本研究旨在探討自編「發展遲緩幼兒課程」對於三至五歲發展 遲緩幼兒之應用成效。透過26位學者專家及實務工作者訪談，依 據課程內容初稿予以評鑑分析，進一步設計跨此六大領域之教學 內容，針對50位發展遲緩幼兒進行四個月班級實驗教學研究，之 後，並請11位試用此課程之教師評析其內容，以了解課程內容之 可行性與適切性，著手驗證、探討與修正。本研究之工具，包括有 「學齡前兒童行為發展量表」、「嬰幼兒發展測驗」、「發展遲緩 幼兒課程評量表」、「學生期末評量摘要報告表」、「實驗教學前 課程評鑑訪談記錄表」，以及「實驗教學後課程評鑑問卷」。所得 之資料分為量與質兩部分進行分析，在量的方面，分別採平均數、 標準差、百分比、t 考驗、單因子共變數分析等方式處理；在質的 方面，則針對訪談、問卷的意見，及學生期末評量摘要報告表未作 歸類的項目進行內容分析。本研究之主要發現如下： 一、對「發展遲緩幼兒課程」之意見(一) 專家學者及實務工作者對於「發展遲緩幼兒課程初稿」，大致持以正向評價，在26項評鑑項目中，有20個項目讓73%以上的受訪者認為是「極適當」與「適當」的。惟在六個領域間之橫向銜接宜跨領域呈現，增加基本活動與進階活動之內容份量，活動敘寫更淺顯清楚，考量學生所應具備的先備技能，使用較易取得之教學資源及運用社區現有的資源，以及延長教學時間。 (二) 受訪者認為「發展遲緩幼兒課程初稿」內容廣度與日常生活結合，以發展遲緩幼兒之身心發展特質及需要為考量；六個領域間之目標難易具有階段性排列，符合縱向連貫之發展性的課程理念；教學活動能引起學生學習興趣；基本架構所涵蓋的教學目標完整，步驟清楚；所穿插的歌曲，讓整個教學氣氛愉快。此外，受訪者也認為進階活動的設計構想頗佳，可供教師教學上的參考。(三) 在26位受訪者中，11位以上最常使用中重度智障者功能性教學綱要、香港協康會-兒童訓練指南，以及Portage早期教育課程，此三種常用課程(教材)具有教學目標清楚、著重實用性與功能性、教學內容與評量合一、教學活動簡單且生動、實驗嚴謹、以兒童發展之六大領域為主軸，以及考量各年齡階層發展之基本水準等特點。 (四)參與實驗教學教師使用「發展遲緩幼兒課程」之後，大部分給 予正面支持與回饋，26項評鑑項目中，有25個項目至少讓 80%以上的教學者勾選為「極適當」與「適當」。 (五)實際參與教學的教師提及試用「發展遲緩幼兒課程」，發現該 跨領域課程內容大都取自於日常生活之題材，實驗教學目標、 內容設計、文字敘述完整，可讓教師在教學上充分使用；實驗 教學活動內容活潑及多元化，提高學生學習興趣及主動參與的 動機，增進學生的學習成效。二、「發展遲緩幼兒課程」應用之成效(一)四個月實驗教學之後，實驗組受試在「學齡前兒童行為發展 量表」之八項分測驗及總分的表現顯著優於控制組，同時在 「概念理解」上的進步最為明顯。 (二) 實驗組受試在「嬰幼兒發展測驗」之「粗動作」及「語言」的表現顯著優於控制組，25位實驗組受試中，有20位受試在「精細動作及適應能力」之分測驗，看出實驗教學明顯的成效，而所有實驗組受試在「身邊處理及社會性」及總分上，發現實驗教學的成效。 (三)實驗組三、四、五歲之三個年齡層於「學齡前兒童行為發展 量表」及「嬰幼兒發展測驗」之各分測驗及總分的進步量皆 較控制組為高，並以四歲組「一般發展」及五歲組「身邊處 理及社會性」的進步情形最顯而易見。 (四) 實驗組在「發展遲緩幼兒課程評量表」六大領域及整體的表 現上，均顯著優於實驗前之表現。(五)在「學生期末評量摘要報告表」上，實驗組受試在粗大動作、精細動作、語言、社交、認知、生活自理之學習表現，較 未介入實驗教學前有明顯的進步，而且實驗組於六大領域通 過率比控制組為佳，其中最佳者為認知領域。(六) 實際從事實驗教學的教師認為課程內容提供學生多方面嘗試 、操作及演練的機會，班上學生很自然地從活動中學習許多 生活經驗與技能，學生之學習動機、學習專注力、主動參與 比率也大為增加，師生與同儕之間的互動關係良好，而且互 動比率提高。從發展遲緩幼兒在「發展遲緩幼兒課程」之六 大領域的進步表現，得知本研究經由班級實驗教學驗證之後 ，發現所設計的課程內容具有適切性。 (七) 試用本研究課程之教師一致肯定透過跨領域「發展遲緩幼兒課程」，提供教師整合型的教學方針；運用該課程進行實驗教學之後，試用教師也認為可增長教師教學的經驗及充實學 生學習的歷程，提供師生正向的回饋。 根據上述結果，本研究分別對於課程內容、教學安排、未來課 程設計及未來後續研究，提出相關的建議。

The Application Effects of a Self-designed Curriculum for Developmentally Delayed Preschoolers AbstractThe main purpose of this study was to explore the applicationeffects of a self-designed curriculum for developmentally delayed preschoolers. The subjects included 26 experts and teachers inthe first draft curriculum evaluation interview, 50 age three tofive developmentally delayed preschoolers during the experimentalteaching session, and 11 teachers participated in the experimentalfor the final curriculum evaluation interview. Data were gathered by Minnesota Child Development Inventory (CCDI), Denver Developmental screening test (DDST), a self-designed developmentally delayed curriculum checklist, a teacher report checklist, and boththe pre-experimental curriculum evaluation form and post-experimental curriculum evaluation form. Data were analyzedby both quantitative(t test, one-way analysis of covariance, etc.) and qualitative methods.The main findings were:1. For the opinions of the curriculum for developmentally delayed preschoolers,(1) most of the experts and teachers showed positive attitudestowards the first draft curriculum for developmentally delayed preschoolers.(2) over 40% of the interviewees presently used "curriculum outlines for the Moderately and Severely Mentally Retarded", " Kong Heep Hong Society for Handicapped Children Developmental Learning Package" and "Portage Early Education Program"as their early intervention curricula.(3) all participating in the experiment teachers gave positivesupport and high recommendation of the curriculum.(4) both pre-experimental and post-experimental interviewees thought curriculum content broadly connected with dailylife and very suitable for developmentally delayedpreschoolers. 2. On the application effects of " curriculum for developmentally delayed preschoolers"(1) after four-month instruction, experimental group subjects' performances were significantly higher than those of the control group in CCDI. (2) experimental group subjects were significantly better than control group subjects in gross motor, language, and self-care and social skills in DDST. 80% of the subjects in fine motor and adaptive ability subtest was significantly better than control group. (3) experimental group was significantly better than before in all performances of the self-designed developmentally delayed curriculum checklist. (4) on teacher report checklist, experimental group' performances in gross motor , fine motor, language, social skills, cognitive and self-care were all better than those of the control group. Based on the above findings, some suggestions were made forcurriculum content, teaching design, and future research.

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