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題 名 | 歷程導向寫作教學法對國中聽覺障礙學生寫作能力影響之研究=The Effects of Process-Oriented Writing Approach to the Hearing-Impaired Students' Writing Abilities |
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作 者 | 高令秋; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 15 1997.06[民86.06] |
頁 次 | 頁173-196 |
分類號 | 529.67、529.67 |
關鍵詞 | 歷程導向寫作教學法; 國中; 聽覺障礙學生; 寫作能力; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討「歷程導向寫作教學法」在提昇國中聽覺障礙學生寫作能力的效 果。 研究採單一受試實驗法中之 A-B-A 及跨組別多基線設計,受試為六名臺北市立啟聰學 校國中部一年級學生,實驗期間長十三週,接受介入節數各三十堂課。本教學啟果分析指標 為作文品質得分、犯錯比率、應用寫作策略及寫作態度;所用工具包括寫作策略提示卡、相 關電腦程、作文評定量表、應用寫作策略調查問卷、寫作態度問卷及歷程導向寫作教學法回 饋問卷,並以單一受試實驗法之資料目視法進行結果分析。 本研究主要結論為:1. 六位受 試接受教學後,作文品質得分上多有進步,其中進步最明顯者為受試丙、丁;維持階段僅受 試甲表現較基準期略低,餘仍較基準期為高。 2. 六位受試在各向度得分上、內容思想、組 織結構在介入時有較明顯進步,文字修辭上則較少。 3. 犯錯比率上,受試丙、戊於介入階 段減少較多,且各受試在維持期之比率亦均較基準期低。 4. 受試在寫作策略應用上雖較基 準期有進步,但仍不理想,尤其「內容」部份較差,效果較好者屬「寫作通則」。 5. 寫作 態度上,受試者自陳時多認為教學後較之前有正向增進,但教師意見則未必如此。最後依結 論、研究限制,提出指導聽障學生寫作及未來研究之建議,供啟聰教育教師或家長參考。 |
英文摘要 | The purpose of this study was to explore the effects of the process- oriented writing approach to the writing abilities and writing attitudes of hearing-impaired junior high school students. A reversal with the multiple-baseline design across subjects of single subject experimental research was used. Six students from Taipei Municipal School for the Deaf were selected as the subjects. They received 30 hours of writing instruction. Data were analyzed by percentage and visual analysis. The results indicated that through experimenation:1. The scores of their composition qualities were increased, and the dimensions of content and organization increased more than mechanics during intervention period.2. The ratios of mistakes of most subjects were decreased after intervention.3. After intervention, their applying strategy skills were improved. 4. Their writing attitudes were seen more positive than before. According to the results of this research, some suggestions for writing instruction and future studies were recommended in this study. |
本系統中英文摘要資訊取自各篇刊載內容。