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題名 | The Use of Selected Mastery Learning Techniques on Mathematics Performance in Nondisabled, Learning Disabled, and Educable Mentally Retarded Children=完全學習策略應用於普通、學習障礙及輕度智能不足兒童數學學習效果之研究 |
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作者姓名(中文) | 陳東陞; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 23 1992.06[民81.06] |
頁次 | 頁559-606 |
分類號 | 529.62 |
關鍵詞 | 完全學習策略; 數學學習障礙; 兒童; |
語文 | 英文(English) |
中文摘要 | 問題--學習障礙、智能不足及部分普通兒童具有學習困難,在數學學習上常有低成就的情形。因此,改進特殊需要兒童數學的學習,至有必要。 研究過程--本研究採用實驗法。對象為國小實齡七至八歲約二年級兒童。完全學習策略應用於實驗組,傳統學習策略應用於控制組。兩組各有普通、學習障礙及輕度智能不足三種兒童。數學實驗期間為八週,採用教師改編的八個數學教學單 元教材。教學實驗前後各以KEY MATH數學能力診斷測驗我國修訂本中第五分測 驗加法與第六分測驗減法題目,實施前測及後測各一次。每一單元教學四節,每 節四十分鐘,共一六○分鐘。形成性評量於各單元教學第二節末、總結性評量於 各單元教學第四節末施行。兩組應用不同教學策略的學習評量得分間的差異,作 t考驗;兒童數學演算錯誤人數百分比間的差異,則作z考驗,以明瞭兩組數學教學 效果的差異情形。結果--在普通兒童與學習障礙兒童方面,實驗組的形成性及總 結性評量得分平均值,均顯著高於控制組;但輕度智能不足兒童方面,則未有顯著 差異。KEY MATH數學能力診斷測驗的後測結果,三種兒童的得分平均值,實驗 組均高於控制組。在數學測驗中演算錯誤人數百分比上,輕度智能不足兒童的實 驗組,顯著低於控制組;但普通兒童及學習障礙兒童的實驗組與控制組間,並未達 顯著差異水準。比較於第一週與第八週測驗中演算錯誤人數的百分比,在三種兒 童方面,實驗組的第八週的錯誤人數比率,均顯著低於第一週;但控制組的第八週 的錯誤人數比率,均未低於第一週。結論--本研究結果發現完全學習策略可增進 普通兒童、學習障礙,及輕度智能不足兒童的數學學習效果,但輕度智能不足兒 童的學習效果較不明顯。建議--根據本研究結果提出下列建議:1.強調在完全學習 策略中的教師角色。應提供教師完全學習策略的專業訓練的機會。2.改善對特殊 需求的學生課程、教材及發展完全學習的策略。3.推展完全學習策略於我國的國 民小學。4.繼續推行完全學習策略的研究。 |
英文摘要 | The problem. Learning disabled, mentally retarded, and some nondisabledchildren have difficulties and problems that reduced their mathematics achievementlevel.Therefore, improving learning strategies for the special needs children in the learningof mathematics is necessary. Procedure. An experimental method was used in this study of elementary schoolsecond graders with chronological ages of 7 to 8. The mastery learning strategy wasused in the experimentary group and the traditional learning strategy in the controlgroup. Each group included three ability levels of children: nondisabled, learningdisabled, and educable mentally retarded children. An eight-week period ofmathematical instruction was conducted that included eight formative evaluations,eight surnmative evaluations, and one Key Match pretest and posttest. The means andstandard deviation of scores of the evaluations and Key Math test were computed,and t-tests were conducted to examine differences between the two groups. Thepercentage of children in each group making errors on test performance in the firstand eighth week were computed, and z-tests were conducted to examine thedifferences between the groups and between the weeks. Findings. In mean scores of formative and summative evaluations, theexperimental groups were significantly higher than the control groups fornondisabled and learning disabled children, but were not for educable mentallyretarded children. In mean scores of Key Math posttest, the experimental groups were significantlyhigher than the control groups for all three ability levels. In percentage of children in each group making erros on test performance, theexperimental group was significantly lower than the control group for educablementally retarded children, but were not for nondisabled and learning disabledchildren. Comparing the percentage difference between the first and eighth week, thepercentages of the eighth week were lower than the percentages of the first week forthe experimental groups of all ability levels of children, but were not for the controlgroups of any level. Conclusions. The mastery learning strategies promoted the effects on thelearning outcomes of mathematics for nondisabled children, for learning disabledchildren, and for educable mentally retarded children, but the effects on the latterwere not so significant as the use of the mastery learning strategies for nondisabledand learning disabled children. Recommendations. Based on the results of this study the followingrecommendations were made:(l) emphasizing the role of the teacher in the masterylearing strategy, and providing the opportunities for professional training for themastery learning strategies; (2) improving the curriculum, teaching materials, anddeveloping the mastery learning strategies for special needs children; (3) developingthe mastery learning strategies in Taiwanese elementary schools; (4) conductingfurther study on the mastery learning strategies in Taiwan. |
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