杜正治陳玉娟Chen, Yu-Chuan2019-08-282009-9-82019-08-282009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091304%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91687本研究旨在探討心智圖教學法對國中身心障礙資源班學生繪圖學習與閱讀理解成效。研究對象為就讀於台北縣永和國中身心障礙資源班之二名學習障礙和一名輕度智能障礙學生，以單一受試法跨行為多試探實驗設計進行心智圖教學。 本研究的自變項為心智圖教學法；主要依變項則為心智圖測驗結果及閱讀理解表現。研究者分別以閱讀理解測驗及心智圖測驗，佐以教學回饋問卷，分析實驗教學介入後受試者閱讀理解能力的表現及學生的接受度。本研究結果如下： 一、三位受試學生經過心智圖教學法後，在繪製心智圖測驗成績有明顯 的進步，表示心智圖教學法對國中身心障礙資源班學生在繪製心智 圖測驗的表現有立即而明顯的介入效果。 二、三位參與學生經過心智圖教學法後，在閱讀理解測驗成績有明顯的進步趨勢，顯示心智圖教學法對國中身心障礙資源班學生在閱讀理解測驗的表現有立即而明顯的介入成效。 三、三位參與者一致表示心智圖教學法是一種有助於組織知識、擷取重點及記憶理解的學習策略，並願意繼續運用心智圖至其他學科之學習活動。 最後再根據上述研究結果做進一步討論並提出相關建議，以供未來教學及研究之參考。The main purpose of the study was to explore the effects of the mind-mapping strategy on diagram drawing and reading comprehension among junior high students with disabilities. Participants consisted of 2 students with learning disabilities and 1 with mental retardation. The multiple-probe across-behavior design of the single subject research framework was employed to monitor the procedure and obtain data. The mind-mapping strategy was the main independent variable, whereas the primary dependent variables involved reading comprehension and outcome of mind-mapping drawing test. Research tools were reading comprehension test and mind-mapping test, justified by the pre/post-teaching feedback questionnaire. Main results were as follows: A.After the planned instruction, all the three participants demonstrated steady progress in the scores of mind-mapping drawing test, meaning that the strategy had prompt and prominent effect on the learning behavior. B.All the three participants showed trends of progress in the score of reading comprehension test, indicating the immediate and steady effect of the strategy on the targeted behavior. C.At the end of the teaching activities, all the participants agreed that the mind-mapping strategy facilitated organizing knowledge, pinpointing information and memorizing content and, therefore, addressed intention to use the strategy in other learning areas. Further discussion was made on the basis of the above findings and suggestions were proposed for practical teaching and future study.心智圖教學法身心障礙資源班閱讀理解身心障礙學生學習障礙智能障礙Ming-Mapping strategyresource room for disabled studentsreading comprehensionspecial needs studentlearning disabilitiesmental retardation