發展圖形組織策略結合複句句型數位教材輔助國中閱讀障礙學生之行動研究

An Action Research on Developing an E-Learning Material about Graphic Organizers Combined with Complex Sentences to Support Students with Reading Disabilities

陳舒雁(Shu-Yen Chen)

指導教授 ： 張瓊穗

淡江大學/教育學院/教育科技學系數位學習碩士在職專班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00286

摘要

閱讀障礙學生普遍有文意統整及後設認知困難，鑒於文獻研究及在教育現場的觀察，以「因果」、「轉折」及「選擇」三種複句句型為例，運用多媒體內容呈現與互動練習模式，設計發展一套結合複句概念及視覺圖形組織策略之數位教材，輔助學生理解文意。本研究採用行動研究法，以ADDIE系統化流程進行數位教材的開發，探討雛型教材發展、初版教材實施、修正版教材實施等三階段的行動、評鑑及省思的歷程。研究過程中以專家審核表、學生學習滿意度調查、自編文意理解測驗、學生及觀課教師訪談、教師札記及學生學習評量單等，進行研究資料蒐集與分析。研究之主要發現如下：
一、經系統化教學設計模式所發展之數位教材，獲得內容專家及學生的正向評價。
二、本教材發展重視個別差異原則，提供語音說明、線上辭典、思考提示來輔助閱讀理解，並以情境動畫及互動設計提高學生學習興趣。
三、運用複句概念及鷹架式圖形組織策略能輔助學生理解文意，搭配電腦繪圖則可以獲致較佳的構圖成效。
四、在有限的研究時間內，四位國中閱讀障礙受試學生文意理解測驗後測成績和前測相較，僅呈持平或微幅提升的現象。
根據上述結果，提出對教材發展、教學實踐及未來研究的相關建議，希冀能作為教學者與後續研究者之參考。

關鍵字

圖形組織 ； 複句 ； 數位教材 ； 閱讀理解

並列摘要

Students with reading disabilities generally have difficulties in term of context integration and metacognition. In view of the literature research and the observations from the education scene, a set of E-learning material with multimedia and interactive practice mode, combined with complex sentence concepts and visual graphic organization strategies to assist students to understand the context, was developed by using three complex sentence patterns including "causative", "adversative" and "selective".
The action research method was adopted in this study by using ADDIE Model (Analysis, Design, Development, Implementation, Evaluation) to develop digital teaching materials. Three stages of actions were taken to explore the development of the prototype of the teaching material, the implementation of the first edition of the teaching material, and the implementation of the revised version of the teaching material together with the process of action, evaluation, and reflection.
In the course of the research, the research data collection and analysis were carried out with the expert review forms, the student learning satisfaction surveys, the self-developed comprehension tests, the interviews with the students and the teachers who observed the classes, the notes of teacher, and the sheets of student learning assessment.
The main findings of the study are as follows.
Firstly, the E-learning materials developed through the systematic teaching design pattern evaluated by content experts and students were with positive feedback.
Secondly, in order to support the reading comprehension, the development of this material paid attention to the principle of individual differences, by providing voice prompt, online dictionary, and thinking tips. Also, the use of animation and interactive design improved the learning interest of the students.
Thirdly, the use of complex sentence concepts and scaffolding graphics organization strategy helped the students to understand the context, also the better composition results could be achieved if computer graphics are used.
Lastly, within a limited research period, the results of literary comprehension test showed only flat or slightly improvement from four junior high school students with reading disability between the pretest and the posttest.
Based on the above results, the suggestions for the development of teaching materials, teaching practice and future research were proposed, which could be used as the reference for educators and other researchers.

並列關鍵字

Graphic Organizers ； Complex Sentences ； E-Learning Material ； Reading Comprehension

參考文獻

張基成、林冠佑（2016）。從傳統數位學習到遊戲式數位學習－學習成效、心流體驗與認知負荷。科學教育學刊，24(3)，221-248。doi:10.6173/CJSE.2016.2403.01

林達森（2003）。概念圖的理論基礎與運用實務。花蓮師院學報（教育類），17，107-132。

一、中文文獻

丁儀馨（2012）。不同多媒體教材組合模式對國小高年級學習障礙兒童閱讀理解及認知負荷成效比較（未出版碩士論文）。國立高雄師範大學，高雄市。取自https://hdl.handle.net/11296/364efa

文須琢（2007）。國中國文科語體範文之複句研究（未出版碩士論文）。國立高雄師範大學，高雄市。取自https://hdl.handle.net/11296/2sccth