電子白板結合心智圖寫作方案對國中學習障礙學生寫作之成效

Effects of Integrating Interactive Whiteboard into the Mind Mapping Composition Program on Writing for Junior High School Students with Learning Disabilities

研究旨在探討電子白板結合心智圖寫作方案對提升國中學習障礙學生寫作表現之成效。採用單一受試研究法之跨受試多探試設計，研究對象為三名經雲林縣及就學輔導委員會鑑定之國中學習障礙學生，評量內容主要是以寫作文章的總字數和寫作評定量表評定寫作流暢度和文章品質，以視覺分析與C統計進行資料處理，並使用自編的寫作課程回饋調查表蒐集受試者及其師長對本研究教學方案之滿意度，本研究結果顯示：一、電子白板結合心智圖寫作教學方案對三位受試者的「文章總字數」有介入效果與保留效果，提升了個案的寫作流暢性。二、電子白板結合心智圖寫作方案對三位受試者的「寫作評定量表總分」有介入效果與保留效果，提升了個案的寫作品質。三、電子白板結合心智圖寫作方案對三位受試者在寫作評量表分項目之「結構組織、內容思想、文字修辭」皆有介入效果與保留效果。四、三位受試者中，兩位受試者、教師與家長同意電子白板結合心智圖寫作方案可提升寫作表現、寫作態度。研究者綜合上述研究結果，提出對未來研究與學習障礙學生寫作教學之相關建議。

Purpose: This single-subject, multiple-probe experimental study primarily examined the effects of integrating the interactive whiteboard into the mind mapping composition program on improving the writing performance of junior high school students with learning disabilities. Methods: Three junior high school students, identified as having learning disabilities by the Committee of Identification, Placement and Consultation for the Special Needs Children in Yunlin County, were the study subjects. Their writing skills, including the total number of words written, were assessed, and their writing quality and writing fluency were indexed using the Writing Expression Rating Scale. All data were analyzed using visual inspection analyses and C statistics. The satisfaction of teachers and parents of the participants with this writing intervention program were evaluated using a feedback questionnaire. Results/Findings: The major findings were as follows: 1. Integrating the interactive whiteboard into the mind mapping composition program resulted in enhanced and retained effects on ＂the total word-writing fluency＂. Both the immediate and retained effects of the intervention program were positive and substantial for each participant. 2. The intervention program resulted in enhanced and retained effects on ＂the total scores of the Writing Expression Rating Scale＂. Both the immediate and retained effects were positive and substantial for each participant. 3. The intervention program resulted in enhanced and retained effects on ＂organizations, contents, and rhetoric.＂ Both the immediate and retained effects were positive and substantial for each participant. 4. The teachers and parents of two of the three participants agreed that integrating the interactive whiteboard into the mind mapping composition program improved the writing performance and writing attitudes. They were mostly satisfied with the positive effects of this writing intervention program. Conclusions/Implications: The results show that integrating the interactive whiteboard into the mind mapping composition program on improving the writing performance of junior high school students with learning disabilities is effective. On the basis of the main findings, we propose several suggestions for future studies and composition teaching methods for junior high school students with learning disabilities.