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  • 學位論文

全方位學習設計對國小三年級普通班學生與輕度智能障礙學生數學學習之成效

The Effects of Universal Design for Learning upon Mathematics Learning Performance of the Third Grade Students and Students with Mild Intellectual Disabilities

指導教授 : 何素華

摘要


本研究旨在探討全方位學習設計的數學科教學方案對國小三年級普通班學生與輕度智能障礙學生的學習成效。研究對象為兩班三年級普通班學生,每班30名,包含一名輕度智能障礙學生,兩班共60名。研究設計分為兩個部份進行:研究設計一為不等組前後測實驗設計,自變項為數學科教學方案。實驗組接受全方位學習設計的數學科教學方案,控制組接受傳統教學方式。依變項為學生的後測表現與保留測驗的表現。而本研究設計以學生的前測成績為共變數,進行共變數變異數分析,以探討兩班學生的學習成效。研究設計二為單一受試研究法之跨行為多探試實驗設計,研究對象為兩位安置於普通班中的輕度智能障礙學生。本研究以視覺分析法,分析兩位輕度智能障礙學生在基線期、處理期和保留期的學習表現。   研究發現有以下三點:一、本研究發現接受「全方位學習設計的數學科教學方案」的實驗組學生,在後測的成績不論立即效果或保留效果均顯著優於接受「傳統教學方案」的學生。二、全方位學習設計的數學科教學方案,能增進國小三年級輕度智能障礙學生在數學科的學習成效,不論立即成效或保留成效均優。三、國小三年級普通班學生(包含輕度智能障礙學生),在接受全方位學習設計的數學科教學方案後,對全方位學習設計的數學科教學方案抱持正面的看法且肯定該教學方案。

並列摘要


The purpose of this study was to examine the effects of Universal Design for Learning (UDL) on mathematics instruction of a primary school regular students and students with mild intellectual disabilities. The study included two parts. In the first part, a pretest-posttest nonequivalent-group design was conducted to evaluate the effectiveness of mathematics instruction of UDL and traditional instruction method for the whole class including one student with mild intellectual disabilities. The participants were sixty third-grade students from two classrooms; each classroom had thirty students including one student with mild intellectual disabilities. The experimental group received the UDL instruction, and the traditional instruction was implemented to the control group. The dependent variable was the post test and the retention test of the mathematics performance of participants. The participants’ pretest was used as the covariance to implement ANCOVA to examine the students’ learning performance. In the second part, a multiple probe across behaviors design was used to evaluate the effects of UDL and the traditional instruction on mathematics learning performance of two students with mild intellectual disabilities. The visual analysis method was used to analyze the student’s performance in the baseline, intervention and maintenance phases. The major finding of this study is that both regular students and students with mild intellectual disabilities who receiving universal designed mathematics program performed better than those who receiving traditional instruction regardless of immediate effect and retention effect. All the participants respond positively to the universal designed mathematics program. They felt the program was very interesting and showed strong desire to have this program continuously.

參考文獻


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被引用紀錄


劉育辰(2015)。數位遊戲式學習融入國小智能障礙學生數學學習成效之探究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2015.00199

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