繪本融入限制式寫作教學對國小學習障礙學生寫作學習效果之研究

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題名:
繪本融入限制式寫作教學對國小學習障礙學生寫作學習效果之研究
著者: 林玉真; Lin, Yu-chen
詹士宜; Shih-yi Chan; 特殊教育學系碩士班
主題: 寫作態度; 學習障礙學生; 繪本; 限制式寫作教學; 寫作能力; 作文品質; limited writing instruction; writing attitude; writing ability; composition quality; students with learning disability; picture book
描述: 本研究之目的為探討繪本融入限制式寫作教學對國小學習障礙學生在寫作學習效果之影響。本研究採準實驗設計之「不等組前後測控制組設計」，以高雄市國小四至六年級學習障礙學生為研究對象，共二十四名，進行實驗教學後，再以「兒童寫作能力測驗」、「作文評分表」及「寫作態度量表」評量受試者的寫作學習效果，並以單因子共變數分析，進行統計考驗，探討繪本融入限制式寫作教學之成效。本研究結果如下：一、繪本融入限制式寫作教學對學習障礙學生之寫作能力表現為實驗組優於控制組：1.在兒童寫作能力測驗之「整體表現」向度上，實驗組顯著優於控制組。2.在兒童寫作能力測驗之「描寫技巧」向度上，實驗組顯著優於控制組。3.在兒童寫作能力測驗之「組織結構能力」向度上，實驗組顯著優於控制組。4.在兒童寫作能力測驗之「編修能力」向度上，實驗組與控制組未達顯著差異。二、繪本融入限制式寫作教學對學習障礙學生之限制式寫作作文品質之影響上，將結論分述如下：1.在作文評分表之「整體表現」向度上，實驗組顯著優於控制組。2.在作文評分表之「基本機能」向度上，實驗組顯著優於控制組。3.在作文評分表之「組織結構」向度上，實驗組顯著優於控制組。4.在作文評分表之「內容思想」向度上，實驗組顯著優於控制組。5.在作文評分表之「可讀性」向度上，實驗組顯著優於控制組。三、繪本融入限制式寫作教學對學習障礙學生寫作態度之影響，結論敘述如下：繪本融入限制式寫作教學對學習障礙學生在寫作態度量表之整體表現向度上，實驗組與控制組的表現皆達顯著差異，且為實驗組表現顯著優於控制組。研究結果指出繪本融入限制式寫作教學能提升學習障礙學生的寫作表現。本研究除針對上述研究結果加以討論之外，並綜合結論與研究限制提出實際教學及未來研究上之相關建議。
The purpose of study is to explore the incorporating picture books into limited writing instruction on the writing performance of elementary students with learning disability through the pretest-posttest design with two nonequivalent groups of quasi-experimental design.There are twenty-four subjects in this experiment. They are fourth-grade and sixth-grade students with learning disability of elementary school in Kaohsiung City. The experimental groups receives the incorporating picture books into limited writing instruction. “Writing Ability Test”, “Composition Grade Scale”, and “Writing Attitude Scale “ are used to evaluate the students’ writing performance. In order to explore the effects of the incorporating picture books into limited writing instruction, the results of these data are analyzed by one-way ANCOVA and MANCOVA. Results of this study are concluded as follows:1. In Writing Ability Test, there is a significant difference between experimental group and control group, and the experimental group’s scores were all higher than the control group. (1) The experiment group scores are significantly higher than the control group on the total score of writing performance.(2) The experiment group score is significantly higher than the control group on the subscore of “textual descriptive skills”.(3) The experiment group score is significantly higher than the control group on the subscore of “textual organizative skills”.(4) There is no significant difference between experimental group and control group on the subscore of “textual corrective skills”.2. In Composition Grade Scale, there is a significant difference between experimental group and control group.(1) The experiment group scores are significantly higher than the control group on the total score of writing performance.(2) The experiment group score is significantly higher than the control group on the subscore of “the basic writing skills”.(3) The experiment group score is significantly higher than the control group on the subscore of “the textual organization”.(4) The experiment group score is significantly higher than the control group on the subscore of “the content of text”.(5) The experiment group score is significantly higher than the control group on the subscore of “the textual readability”.3. In Writing Attitude Scale, there is a significant difference between experimental group and control group, and the experimental group’s scores were all higher than the control group.The results indicated that the incorporating picture books into limited writing instruction increased writing performance of students with learning disability. According to the findings above, the study also combines the conclusions and limitations to provide advices for practical teaching and future studies.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3239
資源來源: NUTN IR

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繪本融入限制式寫作教學對國小學習障礙學生寫作學習效果之研究

林玉真; Lin, Yu-chen 詹士宜; Shih-yi Chan; 特殊教育學系碩士班 2008

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