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題名 | 智能結構模式特殊教育方案對學習障礙學生之學習效果實驗研究=Improving Learning Abilities Among Students of Learning Disabilities Through Structure of Intellect Teaching Model |
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作 者 | 陳龍安; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 29 1998.03[民87.03] |
頁次 | 頁265-289 |
分類號 | 529.69 |
關鍵詞 | 智能結構模式; 特殊教育方案; 學習障礙學生; 學習效果; Improving learning abilities; Students of learning disabilities; Structure of intellect; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討「智能結構模式特殊教育方案」(SISP)的教學模式,在國小學習 障礙兒童補救教學的應用成效,特以個案研究、個別及小組教學輔導方案的實驗研究探討此 教學方案對學生基本學習能力之影響。本研究分三個實驗進行,實驗一採個案研究、實驗二 採用個別輔導教學,實驗三採用小組輔導教學,皆採單組前後測實驗設計。樣本係分別依據 三個實驗性質的不同而有不同的學生,共計:實驗一 7 人, 實驗二 27 人,實驗三 69 人 。以 Wilcoxon 統計考驗結果發現:(一 ) 實驗一 1. 分測驗中,除了記符單、記圖單、認 符系三個分測驗外,其餘後測成績皆顯著高於前測成績。 2. 各層面中,除了評鑑、符號、 單位、類別四個能力外,其餘後測成績皆顯著高於前測績。(二 ) 實驗二 1. 分測驗中,除 了認語系分測驗外,其餘後測成績皆顯著高於前測成績。 2. 各層面中,全部能力之後測成 績皆顯著高於前測成績。(三 ) 實驗三 1. 分測驗中,除了記符單、記符系二個測驗外,其 餘後測成績皆顯著高於前測成績。 2. 各層面中,全部能力之後測成績顯著高於前測成績。 三個實驗之假設總共 70 個,其中有 60 個達顯著差異,成功率達 86 %。綜合上述結果可 知,「知能結構模式特殊教育方案」 (SISP) 的教學模式,在國小學習障礙兒童補救教學的 應用有顯著的成效,有助於學障兒童學習基本能力之增進。 |
英文摘要 | The purpose of this research was to explore the relevace and impact of SOI-LA (Structure of Intellectural Learning Abilities test) on primary level students with learning disabilities. The student samples were taken among primary school pupils with recognized learning disabilities. The total 103 experimental subjects were students, divided as follows: 7 students in the first experiment, 27 in the second, and 69 in the third. A one group pretest/posttest experimental design was used; The first and second experiments used one on one coaching, and the third involved small size groups of students. According to individual differences determined by the first tests, students underwent 10 to 15 weeks of instruction before SOI retesting. Datu were analysed through the use of Wilcoxon's test. The following were Hie results: Experiment I. a) improvement was significant for all categories of sub-tests, except for the MFU MSU, and CSS tests. b)significant improvement was also noted for all ability dimensions, except for the four abilities of evaluation, symbolic, units, and classes. Experiment II. a) improvement was significant for all categories of sub-tests, except for the CMS test. b) significant improvement in all ability dimensions was noted. Experiment III. a)improvement was significant for all categories of sub-tests, except for the CMS and MSS test. b)significant improvement in all ability dimensions was noted. In summary, Sixty of seveuty hypothesis in 3 experiments were bouael to have significant improvement. The successbul rate ueas about 86%. The SOI-LA model was thus demonstrably effective in the evaluation and improvement of learning disabilities, and useful in increasing basic learnng abilities. |
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