桌遊結合部件識字教學對國小學習障礙學生識字學習成效之研究

本研究旨在探討以桌上遊戲結合部件識字教學，對國小資源班學習障礙學生的識字學習成效及學習態度之影響。本研究採個案研究法，以研究者任教班級之三名三年級學習障礙學生為研究對象，依據個案能力現況及研究目的改編兩款桌上遊戲「石頭湯」和「拔毛運動會」，進行12次的教學介入，了解三位學習障礙學生在桌遊教學介入前後，其識字學習成效與學習態度之改變。本研究於桌遊結合部件識字教學的過程中，透過課堂錄影、教學觀察省思日誌、訪談記錄、自編識字評量、學習興趣調查表等資料進行分析與詮釋。歸納研究結果與發現如下：一、桌遊結合部件識字教學有助於提升學生在識字「認讀」上的學習成效二、桌遊結合部件識字教學有助於提升學生在識字「聽寫」上的學習成效三、桌遊結合部件識字教學後學生的識字學習保留成效受練習效果之影響四、桌遊結合部件識字教學對學習障礙學生的學習態度有積極正向之改變

關鍵字

學習障礙；桌上遊戲；部件識字教學

並列摘要

This study investigates the effects of Board games integrated into parts literacy pedagogy on word recognition and attitude of resource room students with learning disabilities in elementary schools. This research is a case study which target three third-grade students with learning disabilities. Based on their competencies and the research objectives, the researcher adapted two board games, “Stone Soup” and “Zicke Zacke.” integrated into parts literacy pedagogy. The teaching intervention was implemented 12 times, aiming to understand the changes in the students’ learning effectiveness and attitude before and after the intervention. The study analyzed and interpreted data generated during the teaching process, such as instructional videos, teaching observations, interview records, self-designed literacy assessments, and learning interest questionnaires. The conclusions of this study are as follows: 1. Board games integrated into parts literacy pedagogy helped improve the students’ learning effectiveness in recognizing and reading Chinese characters. 2. Board games integrated into parts literacy pedagogy helped improve the students’ learning effectiveness in writing Chinese characters. 3. The students’ vocabulary retention was affected by the practice effect after the interventions. 4. Board games integrated into parts literacy pedagogy positively affected the learning attitude of students with learning disabilities.