二、建議
根據研究分析及結論進行下列三方面建議：
(一) 遊戲團體教學上的建議
1. 要好好地訓 練遊戲同儕社會性溝通策 略。
2. 給予兒童時間，讓兒童自己解決遊戲中 所遇到的問題，教師不宜急著介入。
3. 教師介入時 ，可詢問兒童開放式的問 題，並給予兒童動態的協助。
4. 慎選有耐心、喜歡玩遊戲並幫助他人者 為遊戲同儕。
(二) 研究設計上的建議
1. 研究對象可選擇校內同學，聯絡較為方 便。
2. 將研究對象 擴及功能較低的自閉症兒 童。
3. 以單一受試者實驗設計，探討鷹架式遊 戲團體對自閉症兒童遊戲發展的影響，優點為 可以進行複製，本研究只有單一個案無法證實 對其他兒童有效。
(三) 推廣部分
1. 進行家庭式遊戲團體，以製造同儕或兄 弟姊妹與自閉症兒童一起遊戲的機會。
2. 教導普通班兒童瞭解自閉症兒童，以幫 助他們自閉症學生。
3. 充分且深入地瞭解兒童的能力，以便給 予兒童動態的協助。
4. 可在自閉症兒童所就讀的普通班級裡進 行遊戲團體。
5. 家長可利用家中的空間設計遊戲環境，
透過遊戲增進兒童的想像力和社會互動能力，
以充分發展自閉症兒童的潛能。
參考書目
一、中文部分
谷瑞勉（民88）：鷹架兒童的學習—維高斯基 與幼兒教育。臺北：心理出版社。
陳淑敏（民84）：Vygotsky「最近發展區」概念 內涵的探討。屏東師院學報，8，503-526。
陳淑敏（民88）：幼兒遊戲。臺北：心理出版 社。
張莞珍（民87）：從終身學習的觀點：論鷹架 理論在關鍵學習能力教學實務之應用。松 高學報，1，145-159。
黃瑞琴（民81）：幼稚園的遊戲課程。臺北：
心理出版社 二、英文部分
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