曼陀羅思考法融入英語單字教學對學習障礙學生學習成效之研究

Abstract

本研究旨在探討將曼陀羅思考法融入英語單字教學，提升學習障礙學生英語單字學習成效。研究採用單一受試研究法，透過曼陀羅思考法幫助學生記憶英語單字，並觀察其實驗介入的前後變化。研究者整理相關文獻，涵蓋國中學習障礙學生的學習特質、曼陀羅思考法的理論與應用，以及英語教學策略在特殊教育中的運用。研究共進行14堂課，分為基線期、教學介入期與維持期三階段。基線期與維持期各3堂課，評估學生的起點行為與學習效果維持情況；教學介入期包含8堂課，應用曼陀羅思考法結合英語單字教學進行研究。研究結果顯示： 一、曼陀羅思考法融入英語教學對於國中學習障礙學生在「英語單字正確拼音」上有立即成效。 二、曼陀羅思考法融入英語教學對於國中學習障礙學生在「英語單字正確拼音」上有維持成效。 三、曼陀羅思考法融入英語教學對於國中學習障礙學生在「英語單字正確字義」上有立即成效。 四、曼陀羅思考法融入英語教學對於國中學習障礙學生在「英語單字正確字義」上維持成效有差異。

This study aims to explore the integration of the Mandala Thinking Method into English vocabulary teaching to enhance the learning outcomes of students with learning disabilities. A single-subject research design was adopted, using the Mandala Thinking Method to help students memorize English vocabulary and observe changes before and after the intervention.The researcher reviewed relevant literature, covering the learning characteristics of junior high school students with learning disabilities, the theory and application of the Mandala Thinking Method, and the use of English teaching strategies in special education.The study included 14 sessions, divided into three phases: baseline, teaching intervention, and maintenance. The baseline and maintenance phases, each consisting of three sessions, assessed the students’ initial behaviors and the retention of learning outcomes. The teaching intervention phase comprised eight sessions, applying the Mandala Thinking Method combined with English vocabulary teaching.The study's findings revealed the following: 1.Mandala instructional strategy integrated into English vocabulary teaching had an immediate effect on improving the "correct spelling" of English vocabulary for junior high school students with learning disabilities. 2.Mandala instructional strategy integrated into English vocabulary teaching had a sustained effect on improving the "correct spelling" of English vocabulary for junior high school students with learning disabilities. 3.Mandala instructional strategy integrated into English vocabulary teaching had an immediate effect on improving the"correct meaning" of English vocabulary for junior high school students with learning disabilities. 4.Mandala instructional strategy integrated into English vocabulary teaching showed varying degrees of sustained effectiveness in improving the "correct meaning" of English vocabulary for junior high school students with learning disabilities.