數位化圖示策略對國中學習障礙學生整數加減的學習成效

Abstract

本研究的目的是探討數位化圖示策略對國中學習障礙學生整數加減的學習成效。採取單一受試法的跨受試多探試實驗設計，研究對象為臺北市三名國中八年級學習障礙學生，自變項是數位化圖示策略教學，應變項是學生學習整數加減運算時的成效。本研究數據依據視覺分析與C統計進行資料處理，其研究結果如下： 一、使用數位化圖示策略進行整數加減教學，其中兩名學生有立即成效。 二、使用數位化圖示策略進行整數加減教學，其中兩名學生有保留成效。 本研究依據研究結果和限制，提出有關整數加減教學以及未來建議，提供給教師及研究者參考。

The purpose of this study was to investigate the effects of digital schema strategy on addition and subtraction of positive and negative numbers to junior high students with learning disabilities. The study was conducted by using a single-subject experimental study of multiple probe design. The participants were three students with learning disabilities from a junior high school in Taipei. The independent variable was digital schema strategy and the dependent variable was the student’s performance on addition and subtraction of positive and negative numbers. The test data were collected and analyzed using visual analysis and Tryon’s C statistics. The results of this study are as following: 1. By using digital schema strategy, the two subjects have immediate effects on addition and subtraction of positive and negative numbers. 2. By using digital schema strategy, the two subjects have maintenance effects on addition and subtraction of positive and negative numbers. According to the findings above, the designer suggested for future studies and addition and subtraction of positive and negative numbers teaching to students with learning disabilities