本研究旨在探討多媒體輔助教學對國小智能障礙學生於識字學習之成效,採個案研究方式進行,以一位國小輕度智能障礙學生為研究對象,並以多媒體輔助教學介入以提升識字能力,透過教學過程中蒐集的識字評量、課堂觀察、訪談資料與文件資料等,以暸解研究對象在識字過程中的表現、學習成效與學習興趣。彙整觀察、訪談所得之資料,經分析討論後,發現如下: 1.多媒體輔助教學對提升識字學習具有立即效果。 2.多媒體輔助教學對「看字讀音」和「看字造詞」具保留效果,但對於提升「國字聽寫」的保留效果不佳。 3.多媒體輔助教學能提升與維持學習興趣。 4.多媒體輔助教學能提升學習主動性與自信心。 5.多媒體輔助教學對熟練電腦基本操作能力有正向效果。 6.多媒體輔助教學對於改善國字書寫能力效果不佳。 最後,研究者依據上述之研究結果,針對教學及未來研究提出具體建議,以供參考。
The main purpose of this study was to investigate the effect of multimedia assisted instruction on word recognition learning for elementary school student with mild intellectual disability. The study was implemented by the manner of Case Study. The student was educated with multimedia assisted instruction to improve word recognition skills. Word recognition tests, classroom observations and student interviews were implemented to assess the performance, learning achievement and learning interests during the education activities. The findings after doing research are concluded as followings: 1. Multimedia Assisted Instructions are proved to have immediate effects on improvement of word recognition skills. 2. Multimedia Assisted Instructions are proved to have maintaining effects on “reading out by word cards” and “making phrases with the words assigned”, but have insufficient maintaining effects on “writing down the Chinese characters by listening comprehension.” 3. Multimedia Assisted Instructions can promote and maintain learning interests. 4. Multimedia Assisted Instructions can promote learning motivation and confidence. 5. Multimedia Assisted Instructions can help students in basic computer operating ability. 6. Multimedia assisted instructions have insufficient effects on improving Chinese characters writing skills. Eventually, according to the findings, some specific suggestions for instruction and future research were proposed.
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