資訊融入教學與直接教學對資源班學生國語文學習成效之比較研究

Abstract

本研究旨在比較「資訊融入教學」與「直接教學」對資源班學生國語文閱讀學習之成效，採用單一受試實驗設計中的比較介入交替處理，實驗參與者為國中二年級資源班特殊需求學生共三名，研究工具為研究者自編之「閱讀學習成就測驗」及「學習滿意度問卷」。實驗教學計六週二十二節課（每週二天，每天二節課）。主要研究結果如下： 一、在交替處理階段，三位實驗參與者在國語文閱讀學習成效上有不同表現，直接教學對甲生在國語文閱讀學習有明顯成效，資訊融入教學對乙生有明顯成效，兩種教學對於丙生之國語文閱讀學習成效則無明顯不同。 二、在保留階段，資訊融入教學及直接教學對三位實驗參與者國語文閱讀學習皆具保留效果。 三、三位實驗參與者對於資訊融入國語文閱讀學習有較高學習滿意度。 本研究最後提出教學及建議，供教師及未來研究者參考。

The purpose of this study was to compare the effects of Information Technology Integrated Instruction and Direct Instruction on Chinese reading of students in the resource classroom. The alternating treatments design of the single subject framework was used to achieve the research purpose. Participants were three second grade students with special needs in the junior high school resource classroom. The instruments included the Test of Reading Effects and the Learning Satisfaction Questionnaire designed by the author. The experimental teaching were 22 sessions which lasted six weeks ( 2 days a week, 2 sessions a day ). The main results were as follows： 1.At the alternating treatment stage, the immediate effects of the two treatments on Chinese reading for three participants were various. 2.At the maintenance treatment stage, both of the treatments showed nice maintenance effects. 3.All participants felt more satisfactory about the treatment of Information Technology Integrated Instruction than the treatment of Direct Instruction on Chinese reading. Based on the results of this study, recommendations for the teaching and further studies were offered.