| Summary: | 碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 106 === Amongst the students with disabilities in vocational high school, those with intellectual disability are the second most common. In the Department of Special Education of our school, such students are mainly students with “mild” intellectual disability. In order to meet the “occupation upon graduation” goal of our school and our department, and to equip intellectually disabled students with proper skill set and working attitude, our school has arranged for technician certification trainings for 2nd year students. In the teaching of “retail services counter operation”, the researcher made use of “self-instruction strategies” combined with “peer assessment.” The learning status of students was observed through action research for further reflection, adjustment, and change by the researcher to achieve optimal learning results for students.
The purpose and questions of this study are as below: 1. Exploring students'' learning results in retail service counter operation when combining self-instruction strategy with peer assessment; 2. Exploring students'' views on self-instruction strategies and peer assessment; 3. Exploring students'' learning behavior and motives in self-instruction strategy and peer assessment; 4. The problems met when executing self-instruction strategy and peer assessment, and the solutions to them; 5. Through reflection of this study, how is the professional growth of teachers affected by self-instruction strategy and peer assessment.
Study results showed: 1. Students showed satisfactory results when combining self-instruction strategy with peer assessment; 2. Students held a positive attitude towards both self-instruction strategy and peer assessment; 3. Students showed good learning behavior in self-instruction strategy; 4. Because of a shortage of manpower, the researcher cannot maintain a detailed record of the learning situation of every student. To solve this problem,
increased manpower and the installation of a video camera in the classroom are needed; 5. The professional development of the teacher may help simplify complex procedures of retail service counter operation and thus help students with intellectual disability to better absorb
the teaching material. Consequently, students’ sense of achievement will be promoted.
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