多媒體教材與觸控螢幕教學對國中智能障礙學生語文學習之影響

The Effects of Using Multimedia Material on Touch Screen for Language Learning of Intellectually Disabled Students in a Junior High School

王馨佾(Xin-Yi Wang) ； 崔夢萍(Meng-Ping Tsuei)

《教育傳播與科技研究》 109期 (2014/12) Pp. 17-38

https://doi.org/10.6137/RECT.2014.109.02

摘要

本研究目的以觸控螢幕結合多媒體教材對國中智能障礙學生的語文領域進行教學，探討此方式對國中智能障礙學生語文學習成效的影響。研究對象為國中智能障礙學生三名，採多探式單一受試者實驗法之A-B-A'-B'設計，比較直接教學法與多媒體教材結合觸控螢幕教學對學生語文學習之影響。研究結果如下：一、直接教學介入與觸控螢幕結合多媒體教材介入皆能提升智能障礙學生語文學習成效，且對於能力較低的學生而言，觸控螢幕結合多媒體教材介入之成效更加顯著。二、直接教學介入能顯著提升三位個案之語文學習，個案甲學習進步表現穩定性較佳；觸控螢幕結合多媒體教材介入顯著提升個案乙丙之學習成效，乙丙個案表現呈正向穩定成長。三、直接教學介入對於三位個案之聽音辨字的學習助益最大。觸控螢幕結合多媒體教材介入對於三位個案在詞彙認讀進步幅度最大；個案丙在三項語文測驗項目皆有明顯進步，尤其是觸控螢幕結合多媒體教材介入顯著提升詞彙書寫之學習。基於上述研究結果，本研究支持運用觸控螢幕之多媒體語文教學能夠有效提升智能障礙學生語文學習。

關鍵字

智能障礙 ； 觸控螢幕 ； 多媒體教材 ； 語文學習

並列摘要

This study adopted the multimedia material via the touch screen device for intellectually disabled students' language learning in junior high school. The research subjects were three students in the concentrated class for intellectual disability special education in a junior high school. The study adopted the method of multiple treatments across-subjects designs of single-subject A-B-A'-B' design. Two treatments were implemented in this study including ＂direct teaching＂ and ＂multimedia language instruction on touch screen.＂ The results of this study were as following: 1. The direct teaching and the multimedia language instruction on touch screen both enhanced the language learning for intellectually disabled students. The students with lower abilities benefited more by the multimedia language instruction on touch screen than direct teaching. 2. The direct teaching significantly enhanced the three students' language learning. The case A's improvement was more stable than others. The multimedia instruction on touch screen significantly enhanced the case B and C students' language learning. 3. The direct teaching enhanced students' performance of ＂word identification through listening＂ subtest. The three students had significantly progresses on the ＂vocabulary recognition and reading＂ subtest. The case C student benefited most by the multimedia instruction on touch screen based on the subtest of ＂vocabulary writing.＂ These results indicated that the multimedia language instruction on touch screen in this study can effectively enhance the language learning for intellectually disabled students.

並列關鍵字

Intellectual disability ； Touch screen ； Multimedia teaching material ； Language learning

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