基本字帶字教學對國小聽覺障礙學生識字學習成效之研究

The Teaching Effects of the Chinese Stem-Deriving Instruction on Elementary Students with Hearing Impairment

丁玥妙(Yueh-Miao Ting)

指導教授 ： 蔡淑苓

台南應用科技大學/生活科技學院/生活應用科學研究所/碩士(2015年)

https://doi.org/10.6821/TUT.2015.00057

摘要

本研究旨在探討「基本字帶字教學」對於國小聽覺障礙學生識字學習的介入成效及保留成效。受試者為特殊學校國小部三位三年級的聽覺障礙學生。研究方法採用單一受試實驗法中的A-B-A’撤回設計，進行八單元、十六節課的教學。使用自編的「識字學習成效測驗」進行基線期、教學介入期與保留期的評量，以蒐集資料。透過目視分析、C統計考驗、意見調查表和訪談結果，分析所得的資料，得到研究結果如下：
一、就介入期評量階段而言，與基線階段相比，受試者接受「基本字帶字教學」介入後，皆能提升個案整體之識字及字形辨識、字音辨讀、字義辨識、字義應用等的學習成效。
二、就保留期評量階段而言，在撤除「基本字帶字教學」介入後，間隔兩週，受試者在保留期評量階段之整體之識字及字形辨識、字音辨讀、字義辨識、字義應用等的學習成效，皆優於基線期階段，且能維持受試者之識字學習成效。
三、三位受試者的家長和班級導師對「基本字帶字教學」在受試者識字學習之成效，持正向肯定的態度，本研究的教學結果具有社會效度的支持。
最後，依據研究結果提出以下建議：
一、對三位學生方面：要繼續善用所學到的「基本字帶字」的方法，以提升更佳的識字表現。
二、對特殊教育學校的任課教師方面：將「基本字帶字教學」融入語文教學活動中，
以提升聽覺障礙學生的語文能力。
三、對聽覺障礙學生的家長方面：幫助聽覺障礙孩子精熟「基本字帶字」的學習方法。

關鍵字

聽覺障礙學生、基本字帶字教學、識字學習成效

並列摘要

This study is aimed to discuss the immediate and retention effects of the Chinese stem-deriving instruction on elementary students with hearing impairment in word recognition learning. The subjects were 3 elementary students with hearing impairment in special school. As for the research method, the A-B-A’ withdrawal experimental design of single subject research was adopted to conduct the 8-unit and 16-lesson teaching. The self-compiled “test on the effectiveness of word recognition” was used to conduct evaluation in the baseline period, teaching intervention period and retention period for data collection. Visual analysis, C statistical test, opinionaire and interview results were used to analyze the acquired data. Thus the following research results are obtained:
1.In terms of the immediate evaluation stage in intervention period, compared with baseline stage, the subjects all can improve the case’s overall learning effectiveness in terms of word recognition, glyph identification, character pronunciation reading, word meaning identification and word meaning application after accepting the intervention of “Chinese stem-deriving instruction”.
2.In terms of the evaluation stage in retention period, after removing the intervention of “Chinese stem-deriving instruction” with the interval time of 2 weeks, the subjects’ overall learning effectiveness in terms of word recognition, glyph identification, character pronunciation reading, word meaning identification and word meaning application all are superior to that in baseline stage. In this way, the subjects’ learning effectiveness in word recognition can be maintained.
3.There are 3 subjects’ parents and class tutors holding positive and affirmative attitude towards subjects’ learning effective of “Chinese stem-deriving instruction” on word recognition study. The teaching results in this study have the support of social validity.
In the end, based on the research results, the following suggestions are proposed:
1.In terms of 3 students: continuously and well using the acquired method of “Chinese stem-deriving instruction” to improve the performance of word recognition.
2.In terms of course teachers of special school: integrating “Chinese stem-deriving instruction” into teaching activities of language to improve students with hearing impairment in Chinese language ability.
3.In terms of parents of students with hearing impairment: helping students with hearing impairment to master the learning method of “Chinese stem-deriving instruction”.

並列關鍵字

students with hearing impairment, Chinese stem-deriving instruction, learning effectiveness of word recognition

參考文獻

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一、中文部份

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