繪本教學對國中資源班智能障礙學生英語字彙學習成效之研究

Abstract

本研究目的旨在探討繪本教學對國中資源班智能障礙學生英語字彙學習成效。研究對象為三名國中資源班輕度智能障礙學生，採單一受試實驗設計中的交替處理，自變項為繪本教學及傳統教學，依變項為英語字彙聽辨之立即效果、保留效果及學習態度，實驗教學共計五週二十節課。 研究結果顯示：三位研究對象在英語字彙學習效果上有不同的表現，繪本教學對甲生英語字彙之學習並無明顯優於傳統教學，而繪本教學對乙生而言則有較佳的成效，丙生則是在傳統教學中學習英語字彙較有效果。繪本教學對國中資源班智能障礙學生英語字彙聽辨具有保留效果。三位研究對象在接受繪本教學後，於英語學習態度有正向改變。最後提出教學及未來建議，供教師及未來研究者參考。The purpose of the study was to explore the effects of picture book teaching on English vocabulary learning for students with mental retardation in junior high school resource room. Participants in this study consisted of three students with mild mental retardation in the junior high school resource room. The alternating treatments design of the single subject framework was used to obtain the research data. The independent variable of the study was picture books teaching and general teaching, whereas the dependent variable was acquisition of English vocabulary. The experimental teaching involved 20 sessions which lasted for 5 weeks. The results of this study indicated that the immediate effects of picture book teaching on English vocabulary learning for these students were demonstrated in this study, especially for Student B and then Student A, while Student C didn’t. The reserve effects of picture books on English vocabulary learning were found in this study. It also had impact on subjects’ learning attitude. Based upon the results of this study, further discussion was addressed and suggestions for classroom teaching as well as future studies were proposed.