多媒體輔助教學對國小輕度智能障礙學生於識字學習成效之研究

The Study of Multimedia Assisted Instruction on Word Recognition Learning for Elementary Student with Mild Intellectual Disability

李祐慈(Yu-Tzu Lee)

指導教授 ： 吳昌憲

國立虎尾科技大學/管理學院/資訊管理系碩士在職專班/碩士(2016年)

摘要

本研究旨在探討多媒體輔助教學對國小智能障礙學生於識字學習之成效，採個案研究方式進行，以一位國小輕度智能障礙學生為研究對象，並以多媒體輔助教學介入以提升識字能力，透過教學過程中蒐集的識字評量、課堂觀察、訪談資料與文件資料等，以暸解研究對象在識字過程中的表現、學習成效與學習興趣。彙整觀察、訪談所得之資料，經分析討論後，發現如下：
1.多媒體輔助教學對提升識字學習具有立即效果。
2.多媒體輔助教學對「看字讀音」和「看字造詞」具保留效果，但對於提升「國字聽寫」的保留效果不佳。
3.多媒體輔助教學能提升與維持學習興趣。
4.多媒體輔助教學能提升學習主動性與自信心。
5.多媒體輔助教學對熟練電腦基本操作能力有正向效果。
6.多媒體輔助教學對於改善國字書寫能力效果不佳。
最後，研究者依據上述之研究結果，針對教學及未來研究提出具體建議，以供參考。

關鍵字

輕度智能障礙學生 ； 個案研究 ； 多媒體輔助教學

並列摘要

The main purpose of this study was to investigate the effect of multimedia assisted instruction on word recognition learning for elementary school student with mild intellectual disability. The study was implemented by the manner of Case Study. The student was educated with multimedia assisted instruction to improve word recognition skills. Word recognition tests, classroom observations and student interviews were implemented to assess the performance, learning achievement and learning interests during the education activities. The findings after doing research are concluded as followings:
1. Multimedia Assisted Instructions are proved to have immediate effects on improvement of word recognition skills.
2. Multimedia Assisted Instructions are proved to have maintaining effects on “reading out by word cards” and “making phrases with the words assigned”, but have insufficient maintaining effects on “writing down the Chinese characters by listening comprehension.”
3. Multimedia Assisted Instructions can promote and maintain learning interests.
4. Multimedia Assisted Instructions can promote learning motivation and confidence.
5. Multimedia Assisted Instructions can help students in basic computer operating ability.
6. Multimedia assisted instructions have insufficient effects on improving Chinese characters writing skills.
Eventually, according to the findings, some specific suggestions for instruction and future research were proposed.

並列關鍵字

Student with Mild Intellectual Disability ； Case study ； Multimedia Assisted Instruction

參考文獻

[1]王瓊珠、洪儷瑜、陳秀芬，2007，“低識字能力學生識字量發展之研究-馬太效應之可能表現”，特殊教育研究學刊，32(3)，頁1-16。

[2]梁浩伯，2014，“直接識字教學法提升學齡前幼兒識字成效之行動研究”，國立台中教育大學教育行政與管理碩士在職專班論文。

[3]郭為藩，2002，特殊兒童心理與教育，台北，文景。

[4]陳明聰，2003，“數位學習環境中身心障礙學生學的契機、挑戰與因應”，特殊教育教材教法與教學文集，頁129-151。

[5]孟瑛如，2007，“資訊融入特殊教育”，檢索自國語日報特殊教育專刊(96年9月6日)http://www.mdnkids.com.tw/specialeducation/。(2015/12/25檢索)