特殊教育學校高職部智能障礙學生基本語文句型表現及多媒體情境教學成效之研究

A Study of Syntactic Patterns of Simple Sentences and the Effects of Multimedia Computer Situated Instruction on Syntactic Patterns for Students with Intellectual Disability in Vocational Department of National Taichung School

王素琴(Wang, Su-chin)

《特殊教育與輔助科技學報》 8期 (2015/12) Pp. 1-19

摘要

本研究探究某特殊教育學校高職部智能障礙學生的基本語文句型能力，並依據學生此能力表現分析結果，設計多媒體情境教學活動，進行一學期的實驗教學。實驗設計採用單一受試研究法的跨行為多試探設計，結果資料以圖示法及視覺分析法呈現。研究結果顯示：受試學生有九成的學生會使用敘事句，約七成的學生會使用有無句，約三成的學生會使用表態句，不到二成的學生會使用判斷句。實驗教學結果亦顯示：多媒體情境教學介入，對提升特殊教育學校高職部智能障礙學生的基本語文句型表現，具有立即和維持的效果。依據研究結果的發現，本研究提出在實務教學及未來研究之建議。

關鍵字

智能障礙學生 ； 多媒體情境教學 ； 基本語文句型

並列摘要

This study aimed to analyzing syntactic patterns of simple sentences and investigating the effects of multimedia computer situated instruction on the performance of syntactic patterns of simple sentences for students with intellectual disability in vocational senior high department of National Taichung School for Students with Hearing Impairments. The experimental instruction program of multimedia computer situated learning was finished in a semester. The multiple-probe across behavior design was utilized in the study and the data were analyzed by graphic display and visual analysis. The results of this study indicate that 90% participants with intellectual disability use narrative sentences, about 70% participants with intellectual disability use yes-no sentences, about 30% participants with intellectual disability use expressing sentences, and about 20% participants with intellectual disability use judgmental sentences. Furthermore, the multimedia computer situated instruction immediately enhance, and maintain the performance of syntactic patterns of simple sentences for students with intellectual disability in vocational senior high school. According to the results, some suggestions and further researches were recommended.

並列關鍵字

Students with Intellectual Disability ； Multimedia Computer Situated Instruction ； Syntactic Patterns of Simple Sentences

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