依類型 族群 主題   
 
 
2007.06.01 ~ 2008.06.01
繪本教學對國中原住民學習障礙學生閱讀理解與學習動機成效之研究
族群: 跨族群  
主題: 繪畫、學術研究  
作者 許慈君
學校系所 國立花蓮教育大學身心障礙與輔助科技研究所
地點 全臺 全部  
研究內容

[ 摘要 ]

本研究之目的在探討繪本教學對國中原住民學習障礙學生閱讀理解與學習動機成效之研究,本研究係採單一受試研究法中A-B-A-B設計(reversal-replication experimental designs)來進行研究。研究對象為三名原住民學習障礙學生,受試者在基線階段(A1、A2)各實施四次自編「閱讀理解測驗」,介入階段(B1、B2)各實施四次自編「閱讀理解測驗」,在繪本教學實驗介入後最後一週,填寫「學習動機量表」利用學習動機量表的分數以瞭解受試者在繪本教學的介入對學習動機之影響。測驗結果以視覺分析法和長條圖方式來分析受試者在繪本教學介入後閱讀理解成效與對學習動機表現上的影響。



本研究結果歸納如下:

一、繪本教學對國中原住民學習障礙學生閱讀理解能力具有正向成效

二、提供繪本教學對國中原住民學習障礙學生學習動機的提升具有正向成效。

[ 英文摘要 ]

The purpose of this study is to explore whether Picture Books Teaching can be effected to reading comprehension ability and learning motivation of aboriginal junior high students with learning disability. This study used the reversal-replication experiment of Single Subject Design Method. The subjects were three aboriginal junior high students with learning disability. The subjects received “Reading Comprehension Test” edited by our research for four times at the baseline stage(A1、A2), four times at the intervening stage(B1、B2). The subjects answered questions on “Learning Motivation Scale”in the last weak. According to the Scale score, we can analyze the effects on learning motivation with Picture Book Teaching. The experimental results were analyzed by visual analysis and bar charts to let us understand the improvement of reading comprehension and learning motivation on the subjects objects.

The experimental results are as the following:

1. Picture Books Teaching has a positive effect on strengthening reading comprehension ability of aboriginal junior students with learning disability

2. Picture Books Teaching has a positive effect on advancing learning motivation of aboriginal junior students with learning disability