基模本位教學對國小學習障礙學生乘法比較型文字題之解題成效

Effects of Schema-Based Instruction on Solving Multiplicative Comparison Word Problems for Elementary School Students with Learning Disabilities

10.6502/SEF.202106_(30).0003

曾儀婷(Yi-Ting Tzeng)；王瓊珠(Chiung-Chu Wang)

基模本位教學 ； 學習障礙 ； 乘法比較型 ； 文字題 ； learning disabilities ； multiplicative comparison ； schema-based instruction ； word problem

特教論壇

30期（2021 / 06 / 01）

38 - 54

繁體中文

本研究運用基模本位教學中乘法比較型之基模圖，引導兩名國小五年級學習障礙學生處理乘法比較型文字題。先以原有的教學方式進行，但成效不彰，接著進入基模本位教學，為減輕學生的認知負荷，剛開始先讓學生學會判斷正確之基模圖與算式，等正確率達標後，再由學生自行完成基模圖與算式，達標後便停止基模本位教學。經過十次的教學後，甲乙生在自編乘除法文字題評量卷的解題正確率皆有明顯提升，停止介入後，兩人的正確率也有維持，各為93.33%和96.67%。進一步分析兩名學生於基模本位教學時，基模圖、列式與計算的正確與錯誤情形，顯示基模圖對於之後答題正確率有相當的助益，基模圖與答題的一致性（即圖對，答案也對；圖錯，答案也錯）高達95%和93%，學生少有基模圖弄錯了，答案還是正確的，或是基模圖對了，但結果是錯的。最後根據本研究不足之處，對於未來提出若干建議。

This study investigated the effects of schema-based instruction on solving multiplicative comparison word problems for two fifth-graders with learning disabilities. Students were taught by an original method typically used in math class, but students cannot reach the criteria of success. Schema-based instruction was introduced later. In order to reduce students' cognitive load, they were given graduated tasks, more guided learning in the beginning. When students reached the criteria of success, they needed to complete the tasks independently. The findings were (1) schema-based instruction had maintaining effects on multiplicative comparison word problems for the two participants with learning disabilities; and (2) the participants made more correct responses when they chose the right schematic diagrams. It means schematic diagrams can help students solve math word problems.

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