讀者劇場教學方案對改善七年級學習障礙學生國文學習成就與學習動機之研究 = The effectiveness of a reader’s theater-integrated instruction in improving chinese learning achievement and learning motivation in 7th-grade students with learning disabilities

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讀者劇場教學方案對改善七年級學習障礙學生國文學習成就與學習動機之研究 = The effectiveness of a reader’s theater-integrated instruction in improving chinese learning achievement and learning motivation in 7th-grade students with learning disabilities
著者: 張淑雅
國立臺南大學教育學系課程與教學教學碩士班
主題: 讀者劇場學習障礙國文學習成就學習動機; reader’s theater learning disabilities Chinese learning achievement learning motivation
描述: 本研究旨在探討讀者劇場教學方案對改善七年級學習障礙學生國文學習成就，及國文學習動機之成效影響。研究採用單一受試者實驗設計模式中的跨行為多探測設計，以三位國中學習障礙學生作為研究對象，選用國中國文南一版第一冊第二、五、七課作為單元教學內容，進行七年級國文教學課程之讀者劇場教學方案。研究包括基線期、介入期和維持期三個階段，實施時間為八週共15次之讀者劇場融入國文教學設計課程，每次課程45分鐘。於教學方案前、後實施「國文學習動機量表」，以及各單元三個階段「國文綜合能力測驗」之答題情形，分別蒐集評量資料後，以目視分析及C統計來分析成效影響。另以讀者劇場學習回饋單、學習單及教學省思札記等質性資料作為結果分析之輔助。本研究結果如下：一、讀者劇場融入國文教學設計能有效提升三位受試者對詞彙的理解。二、讀者劇場融入國文教學設計能有效提升三位受試者對文句的理解。三、讀者劇場融入國文教學設計能部份有效提升三位受試者的唸讀表現。四、讀者劇場融入國文教學能提升三位受試者的國文學習動機。五、三位受試者對讀者劇場融入國文教學設計多抱持正向看法。基於以上研究發現，研究者提出未來研究與教學的建議，以供教育工作者、未來研究者及讀者劇場融入國文教學設計之參考。.
The objective of this study was to investigate the effectiveness of a Chinese instruction integrated with the reader’s theater in improving the learning achievement and learning motivation in 7th-grade students with learning disabilities. The single-subject multiple-probe across behaviors design was adopted. The subjects were three 7th-grade junior high school students with learning disabilities. These participants received the reader’s theater-integrated Chinese instruction designed based on Lesson 2, Lesson 5, and Lesson 7 in Book 1 of Nan-I Version of Junior High School Chinese. The research consisted of three stages, including baseline, intervention, and retention. The reader’s theater-integrated Chinese instruction consisted of 15 45-minute classes over a period of eight weeks. The participants’ learning motivation was assessed with “Chinese Learning Motivation Scale” both before and after the instruction. Their performances in the “Chinese Comprehensive Competence Test” in each stage of each lesson were also evaluated. After the evaluation data were collected, visual analysis and C-statistics were applied to analyze the effectiveness of the instruction. Besides, the participants’ learning feedback sheets, worksheets, teacher’s reflection journals, and other qualitative data were also analyzed to support the analysis results. The findings were summarized as follows: (1)The reader’s theater-integrated Chinese instruction effectively improved the comprehension of phrases in the three participants. (2)The reader’s theater-integrated Chinese instruction effectively improved the comprehension of sentences in the three participants. (3)The reader’s theater-integrated Chinese instruction effectively improved partial aspects of reading performance in the three participants. (4)The reader’s theater-integrated Chinese instruction increased the Chinese learning motivation in the three participants. (5)The three participants
出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.106學年度
建立日期: 民107[2018
格式: iv,viii,145面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

讀者劇場教學方案對改善七年級學習障礙學生國文學習成就與學習動機之研究 = The effectiveness of a reader’s theater-integrated instruction in improving chinese learning achievement and learning motivation in 7th-grade students with learning disabilities

張淑雅國立臺南大學教育學系課程與教學教學碩士班民107[2018

正在檢索遠程資料庫，請稍等

讀者劇場教學方案對改善七年級學習障礙學生 國文學習成就與學習動機之研究 = The effectiveness of a reader’s theater-integrated instruction in improving chinese learning achievement and learning motivation in 7th-grade students with learning disabilities

張淑雅 國立臺南大學 教育學系課程與教學教學碩士班 民107[2018

正在檢索遠程資料庫，請稍等

讀者劇場教學方案對改善七年級學習障礙學生國文學習成就與學習動機之研究 = The effectiveness of a reader’s theater-integrated instruction in improving chinese learning achievement and learning motivation in 7th-grade students with learning disabilities

張淑雅國立臺南大學教育學系課程與教學教學碩士班民107[2018