特教巡迴輔導教師使用萬用揭示板融入輕度智能障礙學生乘法教學之行動研究

An Action Research of a Special Education Itinerant Teacher’s Integrating Magic Board into Multiplication Teaching for the Student with Mild Mental Retardation

蔡瑋芝(Wei-Chih Tsai)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00134

摘要

本研究的目的在瞭解桃園縣特教巡迴輔導教師將萬用揭示板融入數學教學的實施歷程，並探究萬用揭示板融入數學教學對輕度智能障礙學生在學習乘法上的影響。本研究採行動研究法，並以研究者巡迴服務學校的一位二年級學生為研究對象，研究者利用每週三堂的數學課，共進行五週的乘法教學。透過訪談、觀察、省思札記等質化資料，並輔以乘法測驗卷及個別化教育計畫蒐集量化資料，
研究結果發現：
(一) 在教學實施歷程的問題及解決方案:
1.因電腦設備不足，學校可提供巡迴輔導教師筆記型電腦。
2.塗鴉筆使用不便，可以藉由觸控式電腦或小白板來替代滑鼠的使用。
3.九九乘法教材單位量概念布題重複呈現，可提供較多變化的布題呈現。
4.九九乘法教材教導幾的幾倍布題過於抽象，可以提示或是提供圖片引導。
5.乘法○1教材教導乘數多1，所得到的積就多1個被乘數的布題呈現過於複雜，可以一次只出現兩個相鄰數字。
6.乘法○2教材文字題中出現的數字過大，可因學生程度將數字做調整。
(二) 在研究者所設定的五項能力個案學生都有達到精熟程度80%以上，顯示萬用揭示板融入的教學確實能幫助個案學生學習乘法。
(三) 使用萬用揭示板教學中，學生上課十分專注；在教學後，個案回原班上課態度變得較積極，顯示萬用揭示板融入的教學可提升個案學生的學習態度。

關鍵字

乘法 ； 輕度智能障礙 ； 特教巡迴輔導教師 ； 萬用揭示板

並列摘要

The purpose of this research was to understand the procedure of integrating the magic board into mathematics teaching by the special education itinerant teacher of Taoyuan County. The researcher also studied the effect about integrating magic board into multiplication teaching for the student with mild mental retardation
The method of this research was action research, and the study object was a second grade student in the school which was serviced by the special peripatetic researcher.
The researcher taught three math classes in a week and taught multiplication for five weeks. By studying the qualitative data about interviews, observation, inspecting notes and the quantitative data about multiplication test papers and Individual Education Program, the conclusions were listed as follows:
1. Problems during the implementation and the solutions:
(1) Due to lack of computers, school could provide notebooks for special education itinerant teachers.
(2) Graffiti pen is not convenient to use. We could replace it by electronic white board or small white board.
(3) The concepts of "quantity and unit" in multiplication teaching material were presented repeatedly. The researcher could posingmore kinds of problem for learning .
(4) The multiplication questions in the teaching material were too abstract. We could give them prompt or guide by pictures.
(5) The questions about "1 more multiplicand, one multiplicand the product obtains" in the section 1 of the multiplication teaching material were too complicated. The researcher could only show two adjacent numbers in a time.
(6) The numbers in the section 2 of the multiplication teaching material are too large. We could adjust it with students’ ability.
2. The five ability indexes which the researcher had set were achieved for about 80%. It shows that integrating the magic board into teaching could really help the student ‘slearning of multiplication.
3. When the researcher used the magic board in her teaching, the student became very focused. After teaching, the student became active in her class. It shows that integrating the magic board into teaching could upgrade the student’s learning attitude.

並列關鍵字

special education itinerant teacher ； magic board ； multiplication ； mild mental retardation

參考文獻

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