探討互動式電子白板教學與直接教學對中度智能障礙學生分數學習成效差異之研究

Comparisons of Effects between Interactive Whiteboard Instruction and Direct Instruction Methods for Elementary School Students with Intellectual Disabilities on Fraction

賴暄頤(Hsuan-Yi Lai)

指導教授 ： 趙本強 老師

中原大學/人文與教育學院/特殊教育研究所/碩士(2010年)

https://doi.org/10.6840/CYCU.2010.00026

摘要

本研究主要目的係探討互動式電子白板教學及傳統直接教學在提升國小四年級特教班中度智能障礙學生之分數概念學習成效之差異。本研究以立意取樣方式從桃園縣某公立國小特教班選取三位中度智能障礙學生參與研究。研究採單一受試研究之交替處理設計，透過十二次之教學來評估電子白板教學及傳統直接教學何者對提升學生之分數概念有較佳的成效。研究所使用的評量工具包括自編之「分數概念評量表」、「教學省思日誌」及「受試者訪談大綱」。教學成效主要是以視覺分析法及C統計法來評估學生於接受兩種教學後在「分數概念評量表」之得分情形。教師的觀察省思紀錄及與學生的訪談結果等質性資料則用於輔助說明教學成效。研究結果顯示，不論是互動式電子白板教學或直接教學均能提升學生的學習成效，然三位研究對象在接受互動式電子白板教學後之立即學習成效皆優於接受直接教學後之立即學習成效，且在撤除教學介入後，同樣地三者的互動式電子白板教學之維持成效亦均較直接教學之成效好。與學生的訪談結果顯示，三位受試者均對互動式電子白板教學有較高的的學習動機與興趣。總結而言，本研究的結果初步證實，互動式電子白板教學較直接教學對國小中度智能障礙學生在分數的學習上有較佳的教學成效。研究最後提供具體建議供未來研究者及教學工作者參考。

關鍵字

互動式電子白板教學 ； 中度智能障礙 ； 國小學生 ； 分數概念 ； 直接教學

並列摘要

The main purpose of this study was to compare the effects between interactive whiteboard instruction and direct instruction methods for elementary school students with moderate intellectual disabilities on learning fraction. Three students with moderate intellectual disabilities were chosen from a public elementary school in Taoyuan county to participate in this study. A single-subject design using alternating treatment design was used to examine whether students can benefit better from interactive whiteboard instruction or direct instruction. A total of 16 instructional sessions were conducted throughout the entire research which consists of 12 intervention and 4 maintenance sessions. Instructional effects were assessed by analyzing quantitative and qualitative data. The former refers to participants’ scores on curriculum-based tests, whereas the latter refers to teacher reflection log as well as student interview. Visual analysis and Tryon’s C statistic methods were utilized to analyze students’ scores on tests. With respect to the reflection and interview data, key points were summarized and analyzed. Findings of the study showed that both interactive whiteboard instruction and direct instruction can help participants improve their fraction performance. Nonetheless, students demonstrated better performance after receiving interactive whiteboard instruction on both intervention and maintenance phases. Teacher reflection log revealed that students seemed to prefer interactive whiteboard instruction to direction instruction. Results of student interview showed the similar finding, indicating that students are more motivated to learn fraction under the interactive whiteboard instruction method. In summary, findings of the study indicated that compared to direction instruction, interactive whiteboard instruction can assist students with moderate intellectual disabilities in improving their fraction performance better. Based on the results of this study, suggestions were further provided for educators and prospective researchers who intend to conduct similar research.

並列關鍵字

Interactive ； Fraction ； Elementary School Students ； Intellectual Disabilities

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