圖片提示策略應用於中度智能障礙學生文言文閱讀理解之行動研究

Abstract

摘要 本研究的目的是以行動研究方式，探討利用圖片提示策略和調整，教導智能障礙學生文言文閱讀理解之歷程與結果。 行動之初即開始設計適合智能障礙學生閱讀理解的教學活動，接著在實施此教學活動後不斷反思與修正，並了解學生對於學習文言文的興趣表現、及閱讀理解的 閱讀理解的 閱讀理解的 成效。 研究對象為五名國中集中式特教班中度智能障礙學生，教學活動實施時間為2017年9月至2018年1月總計二十週。在過程中，研究者藉由教學觀察、省思札記、隨堂評量與單元學習單等方式蒐集資料，並適時調整教學的過程，至適合學生學習的方式。 研究結論如下： 一、藉由教材內容、教學過程和評量的調整，能將圖片提示策略應用至五名中度智能障礙學生的語文教學。 二、藉由圖片提示策略能提昇五名中度智能障礙學生學習文言文的動機和興趣。 三、藉由圖片提示策略能提昇五名中度智能障礙學生學習文言文閱讀理解的成效。

Abstract The purpose of this research was to explore the process and results through picture prompting strategy and adjustment to teach the students with intellectual disabilities the classical Chinese. At the beginning of this action research, the researcher began to prepare teaching activities suitable for students with intellectual disabilities. Then, after implementing this teaching activities, the researcher would continue to reflect and correct, and understand the students' interest in learning classical Chinese and the effectiveness of reading comprehension. The study participants were five students with moderate intellectual disabilities from junior high school. The teaching activities were implemented from September 2017 to January 2018 for a total of 20 weeks. In the process, the researcher collected information through teaching observation, reflection notes, classroom evaluation and worksheets to adjust the teaching process. The conclusions of this research were as follows: 1. Through the adjustment of the content of the teaching materials, the teaching process and the evaluation, the pictures prompting strategy could be applied to the Chinese teaching for 5 students with moderately intellectual disabilities. 2. Using pictures prompting strategy could enhance the 5 students' motivation and interest in learning classical Chinese. 3. Using pictures prompting strategy could improve the effectiveness of the 5 students' comprehension of classical Chinese.