台南市國中資源班英語科教師對學習障礙學生運用教學策略之訪談研究

An Interview Study on the Teaching Strategies of Tainan Junior High School Resource Classroom English Teachers for Students with Learning Disabilities

陳怡潔(Yi-Chieh Chen)

《教育研究論壇》 4卷2期 (2013/06) Pp. 339-359

摘要

本研究旨在藉由訪談台南市資源班英語科教師在針對學習障礙生特質和學習狀況困境，而採取合適的因應教學策略，給研究者、原班教師或資源班英語科教師解決教學現場所面臨問題的建議和參考。本研究以擬訂訪談大綱，針對資源、班專任英語教師進行深度訪談，從輕鬆、簡單的談話開始，針對訪談者的回應，採取比較彈性的方式，挑選一些和研究相關或研究者成興趣的議題，再加以深入探索和追問，來獲得更貼切的資料，也適時運用照片輔助訪談研究。在資料整理和分析後，瞭解資源、班教師在教學上針對學習障礙生教學因應策略運用情形。歸納研究發現，本研究獲致下列幾點結論：一、教師教育背景與教育理念對教學策略運用有很大影響。二、教師教學策略依學生學習困境做彈性調整。（1）學習動機普遍低落，運用增強和獎勵機制，增加學生成就感。（2）原班教材內容過於繁雜艱深，自編合適教學教材，提升學生學習成效。（3）學生普遍單字有障礙，運用合適教學方式促進學生記憶。（4）親師生關係建立，平日應多加連繫，並適時提醒學生。

關鍵字

英語教育 ； 學習障礙 ； 策略 ； 教學策略

並列摘要

This study aims to explore the qualities, learning situation of students with learning disabilities, and the instructional strategies of Tainan junior high school resource classroom English teachers. Moreover, the study gives original class English teachers and resource classroom English teachers some recommendations and references in solving teaching problems.In this study, the advisee develops in-depth interview by making up the interview outline. The interview begins in a relaxing, and simple conversation. The advisee adopts a more flexible way for the interviewer's response, chooses related or some topics of interests to researchers and gets more relevant information within-depth exploration and questioning. In addition, the advisee uses timely some photos to complement the interview study. After the data's compilation and analysis, we can understand the applied situations of instructional strategies for students with learning disabilities.According to the findings of this study, conclusions are made as follows:1. Teachers' educational background and philosophy have a great impact in instructional strategies.2. According to students' learning difficulties, teachers make flexible adjustment in instructional strategies.(1) Students with learning disabilities have widespread low motivation. Therefore, teachers use enhanced and incentives to increase students' achievement.(2) The teaching materials of original class are too difficult and complicated for students with learning disabilities. Resource classroom English teachers make up teaching materials appropriately to enhance students' learning efficiency.(3) Most students with learning disabilities have difficulties in words' learning, so the resource classroom English teachers use teaching methods appropriately to promote students' memories.(4) In order to have a good teacher-student relationship, the resource classroom English teachers should have more connections and connect students' behavior.

並列關鍵字

English education ； learning disabilities ； strategies ； instructional strategies