看圖作文及電腦輸入對國中學習障礙學生寫作表現之差異

Abstract

本研究採用單一受試法之「交替處理實驗設計」，旨在比較看圖作文及電腦輸入在國中學習障礙學生寫作表現上之差異。研究對象乃經台北縣鑑輔會鑑定為學習障礙且經教師推薦在寫作方面有顯著困難者，兩名受試者分別以看圖作文及電腦寫作兩種方式，交替進行三週共十二次寫作，比較兩種方式的文章成品在文章流暢度、語法、內容品質及寫作接受度等變項上的差異。研究對象乃經台北縣鑑輔會鑑定為學習障礙且經教師推薦在寫作方面有顯著困難者. 研究結果顯示兩種教學法在文章「流暢度」、「語法」及「內容品質」均未達顯著差異，但對於不同受試者有不同程度的幫助，最後提出教學及未來建議，供教師及未來研究者參考。

The study employs the methodology of Alternative Treatment Design（ATD）of single-subject research. The purpose of this study is to compare differences of the writing performance between two teaching methods (i.e., picture-aided and computer-input). The research participants are identified to have suffered from learning disabilities and writing problems by the Committee of Identification Placement and Consultation for the Special Needs Children in New Taipei City. The results of this research indicated that the two writing modes have no obvious differences, but involve different degrees of positive learning for all the participants. Based upon the results of the study, further discussion was addressed and suggestions for classroom teaching as well as future studies were proposed.