頁籤選單縮合
題 名 | Instructional Scaffoldings for a Learning Disability Student in Online Alphabetic and Phonics Learning=線上字母與語音課程介入對一位學習障礙學生之影響 |
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作 者 | 楊育芬; 莊雯琪; | 書刊名 | 科技學刊. 人文社會類 |
卷 期 | 22:2 2013.12[民102.12] |
頁 次 | 頁181-194 |
分類號 | 529.69 |
關鍵詞 | 英文字母; 看字讀音; 課程介入; 閱讀困難; Alphabets; Phonics; Instructional scaffolding; Reading difficulty; |
語 文 | 英文(English) |
中文摘要 | 以英文為外語的學習障礙學生在初學階段中所面臨的閱讀困難主要是念出字母、將字母與聲音結合、混音、分音以及分辨不同的字形。本研究之目的為幫助一位國一學習障礙生,學習英文字母以及發音規則,藉由課程介入,將面對面教學融入線上練習。研究結果顯示,學習障礙學生在辨認英文字母以及發音規則中,他的前、後測、學習單、開放式問卷以及半結構式訪談中的有顯著的進步。輔以線上學習時,教師鼓勵這位學習障礙生練習字母以及發音規則,以他的步調來調節自身的學習。學習網站上繽紛的圖像及動畫,更加深學習障礙生對老師所教授字母及發音的理解力與記憶力。獨自的線上學習不足以架起學習障礙學生的鷹架,因為仍需要老師給予的個別支持,以解決在學習字母、語音以及網站運用的問題。經由課程介入,教師指導、支持和回饋,學習障礙生得以解決學習的困難。 |
英文摘要 | The reading difficulties that learning disability (LD) students encounter in the beginning learning of English as a Foreign Language (EFL) are to name letters, associate letters with sounds, blend and segment sounds, and distinguish the different shapes of letters. The purpose of this study was to help a 7th grade LD student to learn English alphabets and phonics rules through instructional scaffoldings which incorporated the face-to-face tutoring into online practice. The results of this study reveal that the LD student made progress in learning English alphabets and phonics rules as shown in his pre- and post-tests, paper-based worksheets, the open-ended questionnaire, and the semi-structured interview. In the online practice, the LD student was encouraged to practice the alphabets and phonics rules at his own pace to take control of his learning. The colorful images and animations in the learning website also deepened his understanding and retention of the teacher’s alphabetic and phonics instruction. The online practice alone was insufficient to scaffold the LD student, as he still needed the individual supports from the teacher to solve his problems in learning alphabets, phonics, and the usages of the website. Through the instructional scaffoldings of face-to-face tutoring incorporating online practice, the LD student was provided with guidance, feedback, and support to his learning problems. |
本系統中英文摘要資訊取自各篇刊載內容。