鍵接圖心像教學對國小二年級讀寫障礙學生之寫字學習成效

The Effects of Chinese Character Key-image Mnemonics Instruction on Character Writing Performance of Second-grade Students with Dyslexia.

張靖敏(Chang Ching-Min)

指導教授 ： 陳學志

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2020年)

https://doi.org/10.6345/NTNU202000084

摘要

本研究旨在比較兩種圖像化教學—鍵接圖心像教學和語意圖抄寫教學對於三位國小二年級讀寫障礙學生的寫字學習成效。研究方法採用單一受試研究法之交替處理設計進行教學實驗，在交替處理期同一節課交替兩種教學法共進行十次寫字教學，教學目標字選取高頻字，兩種教學法每節課教學目標字控制文字複雜度配對筆畫數，目標字的筆畫數隨著每節課逐次增加。最後再以兩者之中最佳的教學法—鍵接圖心像教學在最後處理期進行四次教學。教學後評量研究參與者在寫字學習—聽寫和看注音寫國字的立即成效和一週後的保留成效，並針對寫字錯誤類型進行分析。本研究結果如下：
一、鍵接圖心像教學在寫字的立即成效上具有穩定成效和高度介入效果，在寫字的保留成效也高於語意圖抄寫教學。
二、在文字複雜度方面，鍵接圖心像教學在寫字的立即成效上，結果顯示受筆畫數影響程度低；在寫字的保留成效上，受筆畫數影響程度較多。
三、在寫字錯誤類型方面，鍵接圖心像教學在寫字立即成效上，未作答比率較低，寫字錯誤類型以筆畫增減最為普遍，顯示鍵接圖教學有明顯的輔助記憶效果。而寫字保留成效，兩種教學法皆以未作答比率最高，且錯誤類型的種類皆增加很多。
依據上述的研究結果，研究者針對讀寫障礙學生的寫字教學未來相關研究和教學實務提出具體建議。

關鍵字

圖像化教學 ； 寫字成效 ； 學習障礙 ； 鍵接圖教學 ； 讀寫障礙

並列摘要

The objective of this study was to compare the effects of two pictorial instructions—Chinese character Key-image mnemonics instruction and semantic image with repeated writing instruction on character writing performance of three second-grade students with dyslexia. A single-subject research of alternating treatments design with final best treatment phase was employed. During the treatment phase, each instruction alternatively implemented during the same class period for 10 sessions. The target characters were high-frequency characters. Each set of target characters was matched with the number of strokes, and the number of strokes was increased during the learning sessions. During the final best treatment phase, Key-image mnemonics instruction was implemented for 4 sessions. The immediate and retention effects of character writing in dictation and writing characters with phonetic cues were evaluated after instruction. The types of writing errors were subsequently analyzed.
The results of this study were as follows:
1. The immediate effect of the Key-image mnemonics instruction was more stable and higher, and the retention effect of the Key-image mnemonics instruction was better than the semantic image with repeated writing instruction.
2. The influence of character-complexity effects with the Key-image mnemonics instruction was not evident on the immediate test, but more evident on the retention test.
3. As for the types of writing errors, with the Key-image mnemonics instruction in the immediate test, the rate of “unanswered” error type was low, and the type of add/subtract strokes was most common. It showed that the effect of mnemonic was evident. In the retention test, the rate of “unanswered” error type of both two instructions was high, and there were many types of writing errors.

並列關鍵字

Character writing performance ； Dyslexia ； Key-image mnemonics instruction ； Learning disability ； Pictorial instruction

參考文獻

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