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題名 | 國中啟智班新生功能性讀寫能力評估研究=An Evaluation of Functional Literacy in Mentally Retarded Junior High School Students |
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作者 | 林千惠; 何素華; Lin, Chien-hui; Ho, Su-hua; |
期刊 | 嘉義師院學報 |
出版日期 | 19971100 |
卷期 | 11 1997.11[民86.11] |
頁次 | 頁425-452 |
分類號 | 529.62 |
語文 | chi |
關鍵詞 | 智能障礙; 國語文教學; 功能性詞彙; 功能性讀寫能力; Mental retardation; Chinese language teaching; Functional vocabulary; Functional literacy; |
中文摘要 | 本研究旨在評估臺灣省國中啟智班一年級新生之功能性讀寫能力,同時 探究影響智能障礙者功能性讀寫能力之種種因素。研究者藉由國民小學啟智班國語科教材的 蒐集,從中登錄統計常用詞彙出現頻率,編製「功能性詞彙之實用程度調查表」,以全省之 國中、小啟智班教師、啟智機構教師、智障學生家長為對象,調查詞彙的實用程度。同時根 據詞彙的實用性調查結果, 編製「功能性讀寫能力測驗」,以全省國中啟智班新生 104 名 為對象,進行施測,以了解其功能性讀寫能力狀況。本研究採一系列之獨立樣本單因子變異 數分析方法,及平均數差異顯著性t考驗分別探究各種可能影響智能障礙者讀寫能力之因素 。本研究根据結果提出以下之結論:一、國小啟智班所使用的國語教材相當多樣化,其中自 編教材的情況相當著遍,而一般普通班所使用的教材也是啟智班教材的來源之一。二、國中 啟智班一年級新生之讀寫能力在本研究自編之「功能性讀寫能力測驗」上的整體表現並不理 想,有六成左右的受測學生在本項測驗之得分未及總分之 60 %,其中又以其在書寫能力分 測驗上的表現最差。三、智能障礙學生功能性讀寫能力受性別、學習能力、口語流暢程度、 詞彙詞性、及有無圖片提示等之影響。四、智能障礙者功能性讀寫能力的養成不受就學地區 及小學教育經驗之影響。 |
英文摘要 | The purpose of this study was to evaluate the functional literacy of junior high school first gracders who are mentally retarded in Taiwan. This study also examines the factors which affect the functional literacy of individual with mental retardation. One hundred and four students recently enrolled in selfcontained classrooms for the mentally retarded in the junior high schools participated in this study. All participants received a functional literacy test which included reading of functional vocabulary and writing of familiar Chinese characters and personal information. The data analysis approaches included a series of one way ANOVA and T-test. Several conclusions drawn from the study are as follows: 1.Chinese language instructional materials for elementary school children with mental retardation are various. A large portion of which are edited by individual instructors. However, the textbooks for regular classrooms are also a resource of teaching materials for students with mental retardation. 2.The performance of functional literacy of junuor high school first grader with mental retardaton is not satisfactory. More than 63 % of the participants performed below the 60 % level in the functional literacy test, especially in the writing subtest. 3.The functional literacy of students with mental retardation are affected by sex, learning ability, oral fluency, the characteristics of the target word, and the presentation with or without picture cues. 4.The acquirement of functional literacy for individuals with mental retardation is not affected by residential area and school experiences. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。