直接教學法結合字族文教學對國中中度智能障礙學生學習字彙之行動研究

Abstract

本研究採行動研究，旨在探討直接教學法結合字族文教學對國中中度智能障礙學生學習字彙之歷程與成效，行動研究過程包括發展教材、試探教學以及三階段正式教學，除詳實記錄發展教材以及實施教學之歷程外，並以量化測驗資料及質性觀察，描述三位研究對象接受教學介入後，對於字彙學習之成效。針對研究發現提出以下結論： 首先，以直接教學法結合字族文教學之程序，在先教導母體字的前提下，能有效降低中度智能障礙學生學習字彙時的認知負擔，進而促進學習成效。而在依直接教學法理論充分瞭解學生起點行為，並依字族文教學理論系統化編製教材的情況下，能發展出適切的識字教材。 其次，對中度智能障礙學生實施直接教學法，有助於改善注意力、降低失敗預期並促進學習遷徙能力；而字族文教學同時具備集中識字及分散識字之優點，且能有效引起學習動機。是故，結合兩者優點之教學方案，對閱讀發展階段屬初始期及穩固期之中度智能障礙學生來說，能促進其學習字彙之成效。 本研究以識字、用字及寫字能力做為判斷學習字彙成效之依據，根據量化測驗資料及質性觀察，直接教學法結合字族文教學對中度智能障礙學生學習字彙具有良好學習成效，且其成效均能有效保留，其原因在於本行動研究之教學方案能有效協助學習者連結目標字彙之字形、字音及字義，做為提取及產出的重要線索。 最後，研究者基於上述研究結果，針對中度智能障礙學生學習字彙之教材內容及教學活動提出相關建議。This study adopted action research on the word recognition process and effectiveness by direct instruction teaching methods combined with radical-group-text strategies on junior high school students with moderate intellectual disabilitbities. The action research process included teaching material development, tentative teaching and application of three-phase teaching techniques. In addition, document detailed logs of the material development and teaching technique implementations as well as quantitative data and qualitative observations were collected in order to determine the effectiveness of word recognition based on three subjects. According on the research findings, the following conclusions are made: Firstly, direct instruction teaching methods combined with radical-group-text technique applications allow subjects with moderate intellectual disabilities to familiarize with matrix characters in order to minimize the cognitive load as well as create effectiveness during the word recognition process. The application of direct instruction teaching methods and implementation of radical-group-text techniques establish an appropriate system of learning materials based on the subjects’ entry behaviors. Secondarily, the implementation of direct instruction teaching methods on students with moderate intellectual disabilities indicate concentration improvements, minimization of expectation of failure and stimulation of learning transfer capabilities. Furthermore, radical-group-text application facilitates advantages for concentrated and scatters word recognition and also stimulates learning motivations effectively. Therefore, a teaching methodology combining these two techniques contribute towards the effectiveness of word recognition for students with moderate intellectual disabilities during the initial reading and will further develop and stabilize their reading abilities in the confirmation phase. This research utilizes literacy, word and writing abilities as factors to determine the effectiveness of word recognition. Based on the collection of quantitative test data and qualitative observations to evaluate the effectiveness and sustainability of the learning process which involves the direct instruction teaching methods combined radical-group-text techniques on students with moderate intellectual disabilities. The purpose of this action research is to extract important factors to establish an effective learning methodology through word characters, pronunciation and meaning for the subject students. In conclusion, implementation recommendations on the teaching materials and methodologies towards students with moderate intellectual disabilities are made based on the results of this action research.