- 學位論文
故事結構教學法對國小聽覺障礙學生口語敘事能力之成效
The Impact of Story Grammar Instruction on Oral Narrative Skills of Elementary Students with Hearing Impairment
摘要
本研究旨在探討故事結構教學法對於國小聽覺障礙學生口語敘事能力的立即成效和維持成效。研究方法採用單一受試研究法的跨受試多探試實驗設計，研究對象為三位就讀台南市國小普通班之六年級聽覺障礙學生。自變項為故事結構教學法，以大聲朗讀、問答命題、明確教導故事結構元素「主角、背景、引發事件、內在反應、事件發展、結果和啟示」，搭配故事圖和摘要等教學活動；依變項為研究對象口語敘事能力，包括：口語敘事的故事完整性和敘事能力發展等級兩項表現。透過視覺分析法、意見調查表分析所蒐集資料，得到研究結果如下： 一、故事結構教學法對於提升三位研究對象口語敘事能力之故事完整性具有立即成效。 二、故事結構教學法對於提升三位研究對象口語敘事能力之故事完整性的維持成效並不一致。 三、故事結構教學法對於提升三位研究對象口語敘事能力之敘事能力發展等級具有立即成效。 四、故事結構教學法對於提升三位研究對象口語敘事能力之敘事能力發展等級具有維持成效。 五、三位研究對象、家長和班級導師對故事結構教學法抱持正向肯定的態度，本研究的教學結果具有社會效度的支持。
並列摘要
The aim of this study attempts to examine the effects of story grammar instruction on oral narrative skills of elementary students with hearing impairment. The study participants were three elementary school sixth-grade students with hearing impairment. The independent variable was story grammar instruction, while the dependent variables were participants’ oral narrative skills. Story grammar instruction in this single-subject multiple-probe study was carried out thinking aloud, generating questions, direct explanation of story grammar elements (characters, setting, initiating events, internal response, story development, result and judgment or reaction), story map and summarizing. The oral narrative skills included proportion of story grammar elements and narrative developmental story levels. Data collection and analysis were done using visual analysis and feedback forms and interviews. The conclusions of this study are as follows: 1) Story grammar instruction has immediate effect on improving their proportion of story grammar elements. 2) The maintaining effect of story grammar instruction on improving their narrative developmental story levels is varied. 3) Story grammar instruction has immediate effect on improving their narrative developmental story levels. 4) Story grammar instruction has maintaining effect on improving their narrative developmental story levels. 5) The participating students and their parents and homeroom teacher approve of story grammar instruction, thus giving social validity to this study.