多媒體輔助學習障礙學生學習成效之研究－以乘除法學習為例

The Learning Changes by Multimedia Instruction for Learning Disability Students: An example of multiplication and Division

10.29495/CITE.201006.0165

陳怡蓉；朱耀明；江文鉅；沈文寅

多媒體教學 ； 學習障礙 ； 資源班 ； 數學 ； Multimedia ； Learning Disabilities ； Math

科技教育課程改革與發展學術研討會論文集

2010期（2010 / 06 / 01）

165 - 171

繁體中文

多媒體具有多重感官刺激，能吸引學生注意力，但多數相關研究中，多呈現多媒體輔助教學對普通班學生學習成效影響，而對於學習障礙學生利用多媒體輔助教學而提高學習成效之影響較缺乏，因此本研究將多媒體融入教學，透過多重感官等效果，提昇學習成效。 研究對象為國小資源班3位四年級學習障礙學生。利用多媒體輔助學生學習乘除法，透過單一個案研就設計(single-subject design)中的「跨受試者研究設計」(multiple-baseline across individuals)，比較同一種教學法，應用到三位不同學生身上所產生的效果，並以A-B型設計模式來實驗。 研究發現，多媒體輔助學習障礙學生學習，能改善個案學生的學習成效，透過多媒體增進個案對乘除法的理解，表現出較多的舉例、詮釋等理解行為，多媒體的互動同時也透過促進社交活動，有效增進其信心。

Multimedia can stimulate students and has positive affects for their learning. A large number of these researches mainly focus on regular students but less on the learning disabilities (LD). The purpose of this study is to see how multimedia improves LD students' learning. The researches design multimedia teaching material and use them in the Math class. single-subject design and multiple-baseline across individuals was applied to exam LD students learning in class to see the learning effects. The results show that LD students learn better than before, which means students can understand easer on Math concept by multimedia teaching material. Students can use examples to interpret the main concept and have more social interaction between students and teachers which give students more confidents on their learning.