詞彙教學結合桌上遊戲活動對國小學習障礙學生詞彙學習之成效

Abstract

本研究的主要目的在探討詞彙教學結合桌上遊戲活動對國小學習障礙學生詞彙學習之成效。此外，也探討實施詞彙教學結合桌上遊戲活動後，學生及導師對本活動的評價。研究方法採用準實驗設計中的小樣本單組時間系列設計，以新北市三名安置於國小資源班的五年級學習障礙學生為研究對象。實驗教學為期八週，每週兩次，每次教學活動均為30分鐘，故每週課程為一個小時。本研究的「詞彙學習之成效」，可分成「詞彙認讀」、「詞彙解釋」、「詞彙再生」三部分，採用研究者自編之詞彙評量前測卷、教學測驗卷以及後測卷進行評量，所得之資料以描述統計、相依樣本ｔ檢定進行統計處理，以瞭解本實驗教學之成效。本研究結果顯示：一、實施詞彙教學結合桌上遊戲活動後，對國小學習障礙學生的詞彙學習具有立即成效。二、實施詞彙教學結合桌上遊戲活動後，對國小學習障礙學生的詞彙學習具有保留成效。三、實施詞彙教學結合桌上遊戲活動後，學生及導師對本活動具有正面的評價。最後，研究者針對本研究的結果加以討論，並提出具體建議以做為日後詞彙教學結合桌上遊戲活動對國小學習障礙學生詞彙學習或未來相關研究之參考。

The purpose of this study was to explore the effects of vocabulary instruction combining with board game activities on vocabulary acquisition for elementary school students with learning disabilities. In addition, the study was to investigate the evaluation of the vocabulary instruction combining with board game activities from teachers and students. The method adopted time-series design in small dataset. The subjects were three fifth-grade elementary school students with learning disabilities in resources classes of in New Taipei City. Experimental teaching intervention lasted for 8 weeks, twice a week, each session was 30 minutes, and one hour a week in total.To examine the effects of vocabulary acquisition, inclusive of vocabulary pronunciation, vocabulary explanation and vocabulary reproduction, self-made vocabulary pre-tests, teaching tests, and post-tests questionnaires were applied to the study. Analysis was based on descriptive statistics and dependent samples t-test.The conclusions were as follows: (a) There was immediate effect of vocabulary acquisition for students after the implementation of vocabulary instruction combining with board game activities.(b) There was the effect of reservation of vocabulary acquisition for students after the implementation of vocabulary instruction combining with board game activities.(c) Students and teachers reported positive evaluation of the activities after the implementation of vocabulary instruction combining with board game activities.In the end, the researcher discussed the results and proposed suggestions for the vocabulary instruction combining with board game activities in the future and related studies.