運用不插電程式設計原理自製桌上遊戲結合教學對國中智能障礙學生英語詞彙辨識成效研究

研究者在教學現場中發現，特教班中重度智能障礙的學生在英文詞彙與字音連結，或是英文圖片與英文詞彙連結的學習表現上偏弱。本研究旨在透過自製桌上遊戲教學探討對特教班中重度學生英語字彙辨識學習是否能提升成效。本研究主要在探討自製桌上遊戲融入國中智能障礙學生英語詞彙教學對辨識能力之成效，本研究選定桃園市某國中，四名特教班智能障礙學生做為研究對象，共有兩個教學單元，使用實驗教學研究法，控制兩個單元英文詞彙的難易度、教學情境與時間、教學者與評量者、評量內容與方式等變因，研究以兩個不同教學方式，一般教學及桌上遊戲教學。來教導智能障礙學生英語詞彙辨識，在同一範圍詞彙實施兩種不同的教學方式，並在兩個單元中交換一般教學及桌上遊戲教學的順序，以了解桌上遊戲融入教學，對學生英語詞彙辨識之學習成效。並依據特教班學生在英語詞彙辨識測驗的答題正確率，以分析特教班學生對於桌上遊戲融入英語字彙辨識教學後，英語詞彙辨識能力的表現。研究結果顯示，特教班中重度學生在不論是桌遊教學在一般教學前或是桌遊教學在一般教學後，英語詞彙得分皆是「桌遊教學」後測的答題正確率較「一般教學」後測答題正確率為高。且從其他觀察者所填寫的教室觀察紀錄表，可以得知學生的上課表現、注意力、上課動機在桌遊教學時也表現較佳。本研究成果將可提供教學單位及家長們，對於特教班中重度智能障礙的學生在英文詞彙學習上的重要參考。

關鍵字

不插電程式設計；桌上遊戲；智能障礙；英語詞彙

並列摘要

Researchers have found in the teaching scene that students with moderate to severe intellectual disabilities in special education classes have weak learning performance in the connection of English vocabulary and phonetic sounds or English pictures and English vocabulary. The purpose of this study is to explore whether self-made board games combined with teaching can improve the effect of the learning of English vocabulary recognition in special education classes. This study mainly explores the effect of self-made board games combined with English vocabulary teaching on English vocabulary recognition ability of junior high school students with moderate to severe intellectual disabilities. This study selected four students in a special education class in Taoyuan City as the research object. There are two teaching units. Using experimental teaching research methods. First, control the variables of the English vocabulary of two units. Include the teaching context and time, the instructor and evaluator, the content and methods of assessment. And then, study and compare two different teaching methods in general narrative teaching and self-made board game teaching. To implement two different teaching methods for single vocabulary in the same teaching scope. And exchange the order of the general narrative teaching and self-made board game teaching in two units. To understand the effectiveness of the self-made board games combined with teaching in recognition of English vocabulary. And based on the correct answer ratio of students in English vocabulary quiz, to analyze the performance of English vocabulary recognition ability after the board games combined with English vocabulary teaching. The research results show that in the special education class, whether the board game teaching before the general teaching or the board game teaching after the general teaching, the performance of English vocabulary scores is higher in "board game teaching". Besides ,from the observation record sheets filled by other observers , we can know that students' class performance, attention, and class motivation also perform better in board game teaching. The research results will provide teaching units and parents important reference for English vocabulary of severe intellectual disability students in special education classes.