對話式繪本閱讀對智能障礙兒童口語敘事能力處遇成效之研究

An Intervention Study on the Dialogic Picture Book Reading for Children with Intellectual Disabilities

林煌(Huang Lin) ； 賴佳菁(Chia-Ching Lai)

《中華管理發展評論》 10卷2期 (2021/12) Pp. 1-20

https://doi.org/10.6631/JCMD.202112_10(2).0001

摘要

本研究採用行動研究法，以廣東省中山市特殊教育學校的3名智能障礙兒童作為研究對象研究者將智能障礙兒童的口語敘事能力分為宏觀結構與微觀結構，通過對話式繪本閱讀的處遇訓練，探討智能障礙兒童口語敘事能力的處遇成效。研究結果顯示，在進行4次對話式繪本教學後，智能障礙兒童的口語敘事能力，在宏觀結構中地點向度和故事內容向度的進步最為明顯。在微觀結構中，流暢程度向度的分數提高最多，而句子長度向度改善的人數最多。對話式繪本閱讀對於智能障礙程度越輕的兒童，處遇效果越明顯。在宏觀結構表現上，輕、重度智能障礙兒童均取得進步，且重度智能障礙兒童宏觀結構的發展優於微觀結構的發展。在微觀結構的改善上，輕度智能障礙程度兒童優於重度智能障礙程度的兒童。

關鍵字

對話式閱讀 ； 智能障礙兒童 ； 口語敘事能力

並列摘要

In the study were analyzed the oral narrative ability after dialogic picture book reading by the subjects three children with intellectual disabilities in a special education school in Guangdong Province. The results shows the intervention of dialogic picture book reading for children with intellectual disabilities. On the oral narrative ability of intellectually disabled children is explored. The oral narrative ability of children with intellectual disabilities has the most obvious progress in the macro-structure of the location dimension and the story content dimension. In the microstructure, the score of fluency dimension improved, and improved the sentence length dimension. The research shows: After the intervention of action research, the oral narrative ability of intellectual disabilities children has been significantly improved. Moreover, the development of the oral narrative ability of children with different intellectual disabilities is slightly different. The improvement of the macro-structure and microstructure of the oral narrative ability of the same mentally handicapped student is different. In addition, the initiative of intellectual disabilities students in oral expression has increased.

並列關鍵字

Dialogic reading ； Children with intellectual disabilities ； Oral narrative ability