精緻化策略教學對國中智能障礙學生五言絕句學習成效之研究

The Learning Effects of Elaboration Strategies Instruction on Five-Character Quatrain Poems for Junior High School Students with Intellectual Disabilities

本研究旨在探討精緻化策略教學對於國中智能障礙學生五言絕句之學習成效。研究方法以單一受試法之A-B-M設計進行，自變項為精緻化策略教學，依變項為五言絕句之學習成效，研究對象為三名國中智能障礙學生。實驗期間，研究者分別對研究參與者以五言絕句的教材融入精緻化策略教學，每週教導一首五言絕句。研究工具為研究者自編之閱讀理解評量卷，所得資料以目視分析法分析研究參與者之五言絕句學習情形，並藉由訪談特教班教師，以補充本研究之社會效度。研究結果歸納出：（1）精緻化策略對國中智能障礙學生在五言絕句習得具有立即效果；（2）精緻化策略對國中智能障礙學生在五言絕句習得具有維持效果；（3）精緻化策略對國中智能障礙學生閱讀理解學習成效較背誦佳。根據上述研究結果，研究者提出相關建議，供教學實務與未來研究參考。

The purpose of the study explored the learning effects on Five-Character Quatrain Poems by applying the elaboration strategies instruction on three junior high school students with intellectual disabilities. This research adapted the single subject, A-B-M design. The participants were three junior high school students with intellectual disabilities. In this study, three participants received elaboration strategies instruction of learning five-character quatrain poems and learned one five-character quatrain poems a week. A self-developed research instrument“Assessment of the five-character quatrain poems'' was administered for the participants by the researcher. The data was analyzed by visual inspection techniques. The researcher also interviewed and collected the opinions from participants' special education class teacher. The data also revealed the social validity in the study. The results of the study were as follows: (1) The study had immediate effects on five-character quatrain poems learning. (2) The study had maintaining effects on five-character quatrain poems learning. (3) The students' comprehension performance of the five-character quatrain poems was better than their reciting performance of the same poems. Based on the results of the study, the researcher proposed recommendations for teaching and future research.