心智圖法語文課程方案對提升國中泛自閉症學生閱讀理解能力之成效研究
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2011
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Abstract
本研究旨在探討心智圖語文課程方案對國中泛自閉症學生繪圖學習與閱讀理解成效。研究對象為就讀於台北市立國民中學八年級泛自閉症學生，以單一受試法跨行為多試探實驗設計進行心智圖教學。
本研究的自變項為心智圖法語文課程方案；依變項為心智繪圖測驗結果及閱讀理解表現。研究者分別以閱讀理解測驗及心智圖測驗，以及學習後問卷，分析實驗教學介入後受試者閱讀理解能力的表現及學生的接受度。本研究結果如下：
一、受試學生經過心智圖教學法後，在繪製心智圖測驗成績有明顯進步表示心智圖教學法對國中泛自閉症學生在繪製心智繪圖測驗的表現
有立即而明顯的介入效果。
二、受試學生經過心智圖教學法後，在閱讀理解測驗成績有進步趨勢，顯示心智圖教學法對國中泛自閉症學生在閱讀理解測驗的表現有立即的介入成效，但在省思文本形式、省思文本內容以及發展詮釋部
份對於泛自閉症學生之成效不顯著。
三、受試者一致表示心智圖法是一種有助於摘要重點與記憶理解的學習策略，並願意繼續運用心智圖法至其他學科學習之中。
The purpose of the study was to explore the effects of the mind mapping teaching program on mandarin reading comprehension among junior high students with pervasive developmental disorder. The participants were the eighth-grade students of Taipei junior high school with pervasive developmental disorder. The multiple-probe across-behavior design of the single subject research framework was employed to monitor the procedure and obtain data. The mind mapping Teaching Program was the main independent variable, whereas the primary dependent variables involved mandarin reading comprehension and outcome of mind mapping drawing test. Research tools were mandarin reading comprehension test and mind-mapping test, justified by the pre/post-teaching feedback questionnaire. Main results were as follows: A. After the planned instruction, all the participants demonstrated steady progress in the scores of mind-mapping drawing test, meaning that the program had prompt and prominent effect on the learning behavior. B. All the participants showed trends of progress in the score of reading comprehension test, indicating the immediate effect of the strategy on the targeted behavior. But low positive between reading comprehension reflecting on and evaluating the content of a text, low positive between reading comprehension reflecting on and evaluating the form of a text and low positive between developing an interpretation. C. At the end of the teaching activities, all the participants agreed that the mind-mapping teaching program facilitated pinpointing information and memorizing content and, therefore, addressed intention to use the skill in other learning areas.
The purpose of the study was to explore the effects of the mind mapping teaching program on mandarin reading comprehension among junior high students with pervasive developmental disorder. The participants were the eighth-grade students of Taipei junior high school with pervasive developmental disorder. The multiple-probe across-behavior design of the single subject research framework was employed to monitor the procedure and obtain data. The mind mapping Teaching Program was the main independent variable, whereas the primary dependent variables involved mandarin reading comprehension and outcome of mind mapping drawing test. Research tools were mandarin reading comprehension test and mind-mapping test, justified by the pre/post-teaching feedback questionnaire. Main results were as follows: A. After the planned instruction, all the participants demonstrated steady progress in the scores of mind-mapping drawing test, meaning that the program had prompt and prominent effect on the learning behavior. B. All the participants showed trends of progress in the score of reading comprehension test, indicating the immediate effect of the strategy on the targeted behavior. But low positive between reading comprehension reflecting on and evaluating the content of a text, low positive between reading comprehension reflecting on and evaluating the form of a text and low positive between developing an interpretation. C. At the end of the teaching activities, all the participants agreed that the mind-mapping teaching program facilitated pinpointing information and memorizing content and, therefore, addressed intention to use the skill in other learning areas.
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心智繪圖, 泛自閉症, 高功能自閉症, 亞斯伯格症, 閱讀理解, Mind mapping, Pervasive Developmental Disorder, High Function Autism, Asperger Syndrome, Reading Comprehension