多媒體教學方案提升語言發展遲緩幼兒口語能力之研究

將多媒體教材融入教學，能提升學生之學習動機與激發主動學習的意願，惟鮮少文獻以學齡前幼兒作為研究對象。本研究係以行動研究的方式，探討一名4歲經醫師鑑定為語言發展遲緩的學齡前幼兒，在運用多媒體教材教學後，其口語能力之提升狀況。另外，亦將研究之綜整結果，訂定教學策略與形成方案，作為爾後類似個案的教學參考。教學所使用之教材包含YouTube影片、平板遊戲類行動應用程式（App）、文化部兒童文化館繪本花園之電子繪本、TopSchool魔力教育網等。課程之實施係每週二次，每一次40分鐘，共16次。研究者透過觀察、訪談、行動研究歷程回饋和施測數據等方式蒐集資料，分析內容含括1.觀察及訪談內容：將每一次教學的行動研究歷程回饋進行分析；2.實驗效果：藉由「修訂學前兒童語言障礙評量表」及「嬰幼兒早期療育溝通量表」兩種標準化語言評量進行前測與後測，並將施測的數據與常模的百分比做對照。研究結果顯示，在使用多媒體教材教學課程後，透過多媒體的聲光、影音及動畫遊戲之互動刺激，對於個案的口語能力有正向的提升。

關鍵字

多媒體教材；語言發展遲緩；口語能力；行動研究

並列摘要

The use of multimedia in teaching can significantly enhance students’ learning motivation and inclination. However, there is little research on preschool children with language delays. The aim of this study is to evaluate the effectiveness of a multimedia approach on improving speaking ability of a four year old child, whom was identified with language delay. We conduct an action research and adopt multimedia materials in courses, which include YouTube videos, Tablet Games, E-picture books, and TopSchool magic education network. A sum of sixteen classes was scheduled, each class held twice a week for forty minutes each. Data were collected by observations, interviews, and feedbacks to process the content analysis. We also perform two types of assessments (“Revised Evaluation Scale for Preschool Children with Language Disorders” and “Infant/Early Childhood Communication Scale”) for comparison analyses between pre-test and post-test results. The results of this study show that the child demonstrated significant improvements in oral speaking through the stimulations of video and animation games. Moreover, valuable suggestions were proposed for further building of teaching strategies and practices.