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The Effects of Integrating Interactive Whiteboard into Mind Mapping Composition Program on Writing for Junior High School Students with Learning Disabilities
|Abstract:||本研究旨在探討電子白板結合心智圖寫作方案對提升國中學障學生寫作表現之成效。採用單一受詴研究法之跨受詴多探詴設計，研究對象為經雲林縣鑑定及尌學輔導委員會鑑定之三名國中學習障礙學生，評量內容主要是以總字數和寫作評定量表評定寫作流暢度和文章品質，以視覺分析與C統計進行資料處理，並使用自編的「寫作營回饋調查表」蒐集受詴者及其師長對本研究教學方案之滿意度，本研究結果顯示： 一、電子白板結合心智圖寫作教學方案對三位受詴者的「文章總字數」更介入效果與保留效果，提升了個案的寫作流暢性。 二、電子白板結合心智圖寫作方案對三位受詴者的「寫作評定量表總分」更介入效果與保留效果，提升了個案的寫作品質。 三、電子白板結合心智圖寫作方案對三位受詴者在寫作評量表分項目之「結構組織、內容思想、文字修辭」皆更介入效果與保留效果。 四、大部分的受詴者、教師與家長同意電子白板結合心智圖寫作方案可提升寫作表現、寫作態度。 本研究綜合上述研究結果，提出對未來研究與學障生寫作教學之相關建議。|
The primary purpose of this study was to examine the effects of integrating the Interactive Whiteboard into mind mapping composition program on improving writing performance of junior high school students with learning disabilities. A single-subject experimental study of multiple probe design across subjects was used. The three junior high school students with learning disabilities serve as the subjects, who were identified as learning disability by the Committee of Identification, Placement and Consultation for the Special Needs Children in Yunlin County.The assessment of writing skills including the total words of participants’ writing and the scores of Writing Expression Rating Scale was used toindexthe writing quality and writing fluency. The data were analyzed using visual inspection and C statistics. For all participants, their teachers and parents were asked to take the feedback questionnaire to valuate their satisfaction of with this writing intervention program. The major findings were as following： 1. Integrating the Interactive Whiteboard into mind mapping composition program resulted in enhanced and retained effects on “the total words-writing fluency” of three participants. 2. Integrating the Interactive Whiteboard into mind mapping iv composition program resulted in enhanced and retained effects on “the total scores of Writing Expression Rating Scale-writing quality” of three participants. 3. Integrating the Interactive Whiteboard into mind mapping composition program resulted in enhanced and retained effects on “organizations, contents, and rhetoric” of three participants. 4. Most of participants, their teachers and parents agreed that integrating the Interactive Whiteboard into mind mapping composition program enhanced the particiants’ writing performance and writing attitudes. According to the findings above, suggestions were proposed for future studies and composition teaching in students with learning disibilities.
|Appears in Collections:||學位論文|
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