運用萬用揭示板發展國小特殊生認識錢幣教材之行動研究

Using Magic Board to Develop Instructional Materials of Money Concepts for Students with Special Needs in Elementary School: an Action Research

黃幼如(Yu Ju Huang)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600246

摘要

本研究旨在探討運用萬用揭示板發展適合五位國小中重度特殊生「認識錢幣教材」的歷程與教學成效。透過行動研究的方式，蒐集學生評量資料、省思札記、會議錄音檔、教學觀察記錄等相關資料後，進行資料的整理與分析，並得出結論如下：

一、透過文獻探討和組成研究團隊，有助於針對特殊生學習特質事先擬定適當的教學策略，並檢核教材設計上的缺失，減少教材設計的困難；然而教師應避免過度聚焦特殊生的身心缺陷，以免教材設計的形式受到限制。
二、教學時可搭配學生喜歡的食物增強物，並善加利用具有聲光效果的歡呼聲和檢核動畫，有助於提升學習動機。
三、特殊生在學習認識錢幣教材時，出現的學習困難有：先備知識不足、專注力低落、新舊知識混淆、認知發展遲緩與短期記憶力缺陷造成計數困難、抽象詞彙理解困難。
四、認識錢幣教材對認知高功能學生學習效果較佳，認知低功能學生則成效有限。

關鍵字

萬用揭示板 ； 認識錢幣 ； 國小集中式特教班 ； 行動研究

並列摘要

The aim of this study is to explore the process and learning effects of using the Magic Board to develop instructional materials of money concepts for five moderately and severely disability students in an elementary school. By means of action research, collecting student assessments, reflection journals, meeting records, classroom observation forms, and other relevant information have been done. We will further go on data collation and analysis. The main findings show as follows:

1. The literature review and group discussions help researcher plan the teaching strategies that based on the features of special students. Also, correct and reduce the difficulties of designing the instructional materials. However, teacher should avoid over focusing on the disability of special students. Otherwise the type of instructional materials would be limited.

2. In teaching, teachers can offer snacks as positive reinforcement, or use cheering methods and exam animation of Magic Board, to help improve students' motivation in learning.

3. When special students were learning the instructional materials of concept of money, some learning difficulties have arisen: lack of prior knowledge, difficulty to focus on the learning materials, prior knowledge interfere with recent knowledge, cognition developmental delay, short-term memory loss caused difficulty in counting, poor understanding of abstract vocabulary.

4. High cognitive function students have positive learning effects on the instructional materials of money concepts, but low cognitive function students have limitations.

並列關鍵字

Magic Board ； concepts of money ； special self-contained class ； action research

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