應用不同教學媒材之圖像化識字策略對國小識字困難兒童識字成效之研究

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應用不同教學媒材之圖像化識字策略對國小識字困難兒童識字成效之研究
著者: 林佳儀; Lin, Jia-yi
詹士宜; Shih-yi Chan; 輔助科技研究所
主題: 識字困難兒童; 互動式電子白板; 教學媒材; students with word recognition difficulties; interactive whiteboard; instructional media
描述: 應用不同教學媒材之圖像化識字策略對國小識字困難兒童識字成效之研究研究生：林佳儀指導教授：詹士宜教授國立臺南大學輔助科技研究所摘要　　　　　　本研究旨在探討應用不同教學媒材之圖像化識字策略對國小識字困難兒童識字之成效，研究樣本選自高雄市一所國小四年級之三名識字困難學生。本研究採單一受試之交替處理設計，研究以圖像化識字策略分別結合互動式電子白板、電腦螢幕以及黑板等三種媒材，分三組交替處理進行十八次的教學，每週三節，每節四十分鐘。並於每節教學後，以「看字讀音」、「字形辨識」、「聽寫目標字」及「選字填句」四個分測驗來評量教學成效。本研究將評量結果，進行以下資料分析：（一）分析受試者在基線期、交替處理期及最後處理階段各分測驗得分上的差異；（二）分析受試者在不同教學媒材之圖像化識字策略上的差異表現。並進行說明，本研究結果顯示：一、應用不同教學媒材之圖像化識字策略對國小識字困難兒童在「看字讀音」、「字形辨識」、「聽寫目標字」、「選字填句」以及「整體識字成效」的表現上，皆具有立即成效。二、應用不同教學媒材之圖像化識字策略對國小識字困難兒童之介入成效以「互動式電子白板教學」最佳，「電腦螢幕教學」次佳（且與前項成效相當接近），「黑板教學」其成效不若前兩項明顯，但仍具有效果。根據上述研究結果，研究者分別對教學與未來研究提出建議。
The Research of the Effect on Pictographic Words Instruction with Different Media for Elementary School Students with Word Recognition DifficultiesStudent: Jia-Yi Lin Advisors: Dr. Shih Yi Chan Institute of Assistive Technology National University of TainanABSTRACTThe study was aimed to investigate the effects of applying different instructional media with pictographic words for elementary school students who had difficulties in word recognition. Single-subject research method was adopted in this study. Subjects were three forth graders with word recognition problems from an elementary school in Kaohsiung city. The participants received total eighteen interventions with pictographic stimuli through the media of an interactive whiteboard, a computer screen, and a blackboard respectively. The alternating treatment design was used to compare the effects of using three instructional media on word pronunciation, word identification, word dictation, and cloze testing for experimental treatments.The major findings were summarized as follows:1. There were positive and lasting effects for elementary school students with word recognition difficulties on word pronouncing, word identification, word dictation, cloze, and their overall word recognition performance from the intervention by applying three selected media and pictographic words for word recognition instruction immediately.2. Among the three selected media for word recognition instruction, the interactive whiteboard was evaluated as the most effective in enhancing the subjects’ word recognition performances, and the following were the computer screen (and it is quite effective as former) and the blackboard . Finally, based on the research findings, some suggestions were provided for pedagogical practices and further studies.
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建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1576
資源來源: NUTN IR

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應用不同教學媒材之圖像化識字策略對國小識字困難兒童識字成效之研究

林佳儀; Lin, Jia-yi 詹士宜; Shih-yi Chan; 輔助科技研究所 2011

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