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研究生:鄭翠娟
論文名稱:以二元編碼探討字母學習困難兒童符號辨識歷程之研究
指導教授:王文科王文科引用關係
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:171
中文關鍵詞:二元編碼論自我編碼自我語言替代唸名
相關次數:
  • 被引用被引用:11
  • 點閱點閱:314
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:5
本研究主要目的有二: 一、探討符號學習困難者應用自我語言,學習對辨識困難的符號進行自我編碼的技巧,以增進英文字母的學習成效。二、建構符號二元編碼論的動態評量模式,應用符號學習困難者對字母自編的語碼為中介變項,以評估符號辨識困難者的二元系統運作歷程與結果。觀察評估項目包含:(一)符號非語文系統記憶(二)符號學習困難者,運用二元系統相互的參照運作方式學習效果,比二元系統直接表徵的運作方式好。(三)符號語文系統記憶,如:符號形碼、音碼、語碼的記憶診斷。

本研究採用單一受試研究方法進行探討。用直接的方式來證實函數關係。研究者隨自變項與依變項之間的函數關係,構成重要個案研究。以自我語言進行自我編碼策略學習為複合自變項:由個體唸名反應評量其記憶表現,以檢視個體的二元系統相互參照運作的結果為依變項。受試者為兩名國小四年級兒童男、女各一,經診斷為疑似學習障礙,目前正接受資源班國語、數學補救教學。實驗共進行九次教學與二元編碼動態評量。實驗結束後訪談受試者及其級任老師,以進行觀察結果三角驗證。結果發現:

一、二元編碼動態評估模式用於評估診斷符號學習困難兒童的認知歷程是可行
的。二位受試者的二元系統運作方式特徵及結果,與二元編碼論的主張是一
致的。
二、從受試者替代唸名的反應歷程與結果,可以評估個體對符號訊息處理過程的
兩個記憶系統的運作方式與結果,並能呈現出個體的閱讀基本能力-符號表
徵能力的情況。
三、受試者以符號表徵直接聯結方式進行符號學習的記憶效果,較二元系統相互
參照運作方式為低。
四、受試者所編的字母語碼,可作為評估受試者符號表徵能力學習歷程的中間媒介,且此策略有助於參與者的語文系統的運作思考並增進記憶。
五、本研究應用「自我語言」來學習「符號自我編碼」學習策略,可以評估受試
者字母符號辨識歷程,並促進學習效果。
第一章 緒論 ………………………………………………………………1
第一節 研究源起與動機 ………………………………………………1
第二節 研究目的與待答問題 ……………………………………… 13
第三節 名詞解釋 …………………………………………………… 15
第四節 研究範圍與限制………………………………………………19

第二章 文獻探討…………………………………………………………21
第一節 符號閱讀障礙者的雙重缺陷假設之相關研究………………21
第二節 二元編碼論的動態評量模式之相關研究……………………33
第三節 自我編碼與替代唸名策略……………………………………60
第四節 以自我語言進行符號自我編碼的技巧學習…………………… 69
第五節 本章總結………………………………………………………81

第三章 研究方法…………………………………………………………84
第一節 研究架構………………………………………………………84
第二節 研究設計………………………………………………………86
第三節 實施步驟………………………………………………………94
第四節 資料蒐集與分析…………………………………………… 104

第四章 研究結果與討論……………………………………………… 107
第一節 以「自我語言」進行「自我編碼策略」的學習情形分析 107
第二節 二元系統運作方式與記憶的表現分析…………………… 113
第三節 參與者的非語文系統與語文系統的表現特徵…………… 125
第四節 音韻覺識與記憶的關係…………………………………… 132
第五節 二元編碼動態評量模式的綜合討論……………………… 137

第五章 結論與建議…………………………………………………… 144
第一節 結論………………………………………………………… 144
第二節 建議………………………………………………………… 146

參考文獻………………………………………………………………… 151
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