應用線上桌遊於國小學習障礙讀寫困難學生詞彙學習之成效

Abstract

識字能力是學習障礙學生在日常生活和學習過程中相當重要且須具備的基本能力，但他們常因障礙關係在學習詞彙的歷程中遭遇挫折，因此本研究期望找到一種合適的教學方法提升其學習成效。本研究目的旨在探討應用桌遊於詞彙教學方案對國小學習障礙讀寫困難學生識字和造詞能力之學習成效。研究參與者為三位國小學習障礙學生，亞型分別為識字合併書寫困難和識字困難，年齡均為國小三年級，智商得分均為70以上。研究方法採單一受試研究法，實驗期間包含基線期、介入期和維持期。自變項為應用桌遊於詞彙教學方案，依變項為自編識字造詞能力測驗之表現成效。教學活動每週2~3次，每次40分鐘，為期4~5週，共21次課程。研究工具為基本讀寫字測驗、自編識字造詞測驗和應用桌遊於詞彙教學方案–「雲端文字樂」。資料分析為量化資料採視覺分析法，含曲線圖、階段內、階段間分析，並以C統計為輔助分析。研究結果顯示應用桌遊於詞彙教學方案對三位研究對象的識字能力有改善。應用桌遊於詞彙教學方案對三位學生的識字能力和造詞能力有顯著提升且三位研究參與者的學習態度亦有正向改變。研究結論為教學建議課程上的設計難度應視受試者進步情形而有所調整；教學時間略顯不足，可增加介入課程教學時間，研究結果或許會更為顯著。建議後續研究可採不同研究法，針對不同障礙類別之學生為研究對象，研究情境本以學校環境為主，後因疫情關係改為在家中情境以線上教學方式進行，建議可將桌遊之線上教學模式轉移給父母，讓父母在家中也可以線上互動方式進行親子間的交流，增加學生與家長互動、增添趣味性，降低3C產品對學習的負面影響。Word acquisition is important ability for students with learning disabilities in daily life. But they often felt frustrated with their lack of progress in word acquisition (literacy) and making vocabulary learning because of learning disabilities. The main purpose of this study was to investigate the effects of tabletop games in promoting “words acqusition” of elementary school students with learning disabilities.Participants were recruited from special education classroom in primary school, including two boys and one girl, aged from 8 to 9 years old. Single-subject experimental design in this research. The formal experiment was split into a baseline period, an intervention period, and a retention period. The independent variable in this research was the online tabletop games on word acquisition, and the dependent variables were teacher-made test about literacy and making vocabulary scores. Forty-minutes of online teaching was given twice per week, and the intervention lasted for 14 sessions in seven weeks per child. The measuring tests included “words test with pronounce” and “oral making vocabulary test”. Quantitative data performed through visual analysis which included curve, data within the phase and between phases. Quantitative and qualitative data were both analyzed. In addition, C statistic was used as an auxiliary analysis. This research investigated the intervention of online tabletop games on word acquisition has a positive influence on improving literacy and making vocabulary learning of three participants from these results. And there were significant effects of motivation and learning attitude of three students. This research investigated some conclusions that teacher should design program according to students’ interests and choose coincidence content. Teachers and parents should try to maintain a long-term and adequate relation and interaction with students. Maybe we can try more researches with different research approach for more children with special needs in different settings. Teaching them how can learn words and vocabulary in the future.