虛擬實境特教教師職前訓練課程(VR4SE課程)-資優生情意輔導篇之課程成效研究

This three-year study intended to use the virtual reality curriculum (VR4SE) to enhance the counseling ability of pre-service training for gifted educators. In the first year, combining with the viewpoints of differentiated teaching and functional analysis, it tried to observe and interview with gifted teachers, and developed the “Gifted students’ emotional needs” indicator-style scale, in order to improve pre-service teachers' awareness and appropriate counseling strategy. It also tried to establish the virtual reality classroom for pre-service teacher’s training, and tested the user’s feelings. The VR-based classroom consisted of a six-seater resource rooms, 6 avatars (2 avatars for the design of the sub-study and 4 avatars for other sub- studies), 6 sets of 10 minutes VR4SE counseling training. According to the findings were as follows: First, through teacher classroom video and corpus analysis, a total of 10 sessions (40 to 45 minutes per session) of gifted class teachers and teacher-student interaction records, to be the reference to behavioral scripting design are provided. Second, we invited and 3 gifted educators to understand the common behavioral characterization and teacher coaching strategies for the specific-problem gifted students. Third, through the three questionnaire surveys conducted by 17 experienced teachers for gifted students, we designed the “Observation checklist for the Gifted Classroom” to be the observation indicators of the gifted students' emotional needs for pre-service gifted educators. Fourth, the six sets of gifted students' training scripts and scoring system were completed, which was used as the training in virtual reality classrooms in the second year. Finally, the study would explore the ways to identify the emotional needs of gifted students so that they could effectively strengthen the teacher training through the development of VR4SE and the counseling assistant modules for gifted teachers.