自我教導策略對國小中年級學習障礙學生在多位數乘法運算題的學習成效

吳宜蓁 ； 蕭伊倫

《雲嘉特教期刊》 21期 (2015/05) Pp. 36-44

摘要

自我教導策略（self-instruction strategy）是由Meichenbaum與Goodman於一九七一年發展出來，強調個體運用內在語言來協助並引導自己的行為，透過外顯的引導逐漸變成內隱自我引導的方式達到學習的目的。而大多數的學習障礙學生受限於神經心理功能異常因素，造成在學科方面學習困難，長期的失敗經驗亦導致學習動機低落。研究者以國小四年級乘法單元，指導學習障礙學生，運用自我教導策略，提升多位數乘法運算的正確率，並使學習者獲得成功經驗。將研究過程與結果分享給現場教師，為教學時的參考。

關鍵字

自我教導策略 ； 學習障礙學生 ； 多位數乘法運算

並列摘要

Self-instruction strategy was developed by Meichenbaum and Goodman in 1971. This strategy emphasized on internal language and behaviors. Implicit self-instructed guidance was achieved through explicit teaching skills. The majority of students with learning disabilities were limited on their neuropsychological dysfunction factors, resulting in the disciplines of learning difficulties. Long-term failure experiences were led to low learning motivations. The researchers took multi-digit multiplication unit of fourth-grade level as an example, explained how to use self-instruction strategy to enhance the accuracy of multi-digit multiplication, and make them gain the successful experience. Those research process and results will become a reference for teachers in their teaching.

並列關鍵字

self-instruction strategy ； learning disabilities ； multi-digit multiplication skills