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題 名 | 國小資源班及普通班教師針對閱讀困難學生使用多媒體閱讀理解網路教材之現況=Current Status of Using Multimedia Reading and Comprehension Online Teaching Materials by Elementary School Teachers of Special and Regular Classes Targeting on Students with Reading Difficulties |
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作 者 | 孟瑛如; 吳東光; 陳虹君; | 書刊名 | 人文社會學報. 國立臺灣科技大學 |
卷 期 | 9:2 2013.06[民102.06] |
頁 次 | 頁127-156 |
分類號 | 521.58 |
關鍵詞 | 數位學習; 閱讀理解; 學習障礙; Digital learning; Reading comprehension; Learning difficulties; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究是以問卷調查法,了解國小資源班及普通班教師使用多媒體閱讀理解網路教材之現況與差異,採分層叢集抽樣,抽取北、中、南各縣市國小資源班及普通班教師作為正式樣本,各得有效問卷為277人。研究結果如下:1.「能引起學生的學習動機」 為最重要的多媒體閱讀理解網路教材特質。2.普通班教師及資源班教師最常使用的閱讀技巧為 「朗讀」 及 「舉出與文章內容相似的生活經驗」;閱讀理解策略為「文章結構分析策略」。3.兩者教師皆認為「文章結構分析」 搭配多媒體閱讀輔助策略中的「 故事結構輔助策略」 最有成效;「圖像組織策略」 則是搭配 「圖像組織策略」。而在教導「 圖畫預測策略」 時,資源班教師認為搭配「圖畫預測策略」 較為有效,普通班教師則是認為搭配「圖片輔助策略」。 |
英文摘要 | This research aims to explore the current status and differences between elementary school teachers of special and regular classes using multimedia reading and comprehension online teaching materials through the questionnaire survey method. Subjects of this research are teachers of special and regular classes from northern, central, and southern regions of Taiwan. A total of 277 valid questionnaires were derived. The section below summarizes result of this research:1. "Motivate students to learn" is the most significant quality of multimedia reading and comprehension of online teaching material.2. The most frequently used reading techniques by teachers of regular and special classes are "reciting" and "pointing out life experiences similar to the content of the articles", and the most frequently used reading comprehension strategy is the "article structure analysis strategy".3. Teachers of both groups think that "article structure analysis", supplemented by multimedia story structure assisting strategy" (part of multimedia reading comprehension assisting strategy), is the most effective strategy, as well as "graphic organization strategy" supplemented by "graphic organization strategy". When teaching "graphic prediction strategy", teachers of special education classes think that "graphic prediction strategy" is most effective, while teachers of regular classes think that "graphic assisting strategy" is more effective. |
本系統中英文摘要資訊取自各篇刊載內容。