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研究生:許雅惠
研究生(外文):HSU, YA- HUI
論文名稱:故事結構教學對國小低年級注意力缺陷過動症兒童閱讀理解之研究
指導教授:鄭麗月鄭麗月引用關係
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:特殊教育學系碩士班
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:2007
畢業學年度:96
語文別:中文
中文關鍵詞:故事結構教學注意力缺陷過動症兒童閱讀理解
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本研究旨在探討故事結構教學對於國小低年級注意力缺陷過動症兒童閱讀理解之情形。研究對象為三名國小注意力缺陷過動症兒童,採取單一受試研究法之逐變條件設計:自變項為故事結構教學,依變項為閱讀理解,包括在故事中的主角與特質、故事情境(時間與地點)、故事主要的問題(或衝突)、故事發展歷程、故事結局與故事主旨等六個故事結構之閱讀理解表現情形。資料分析採目視分析法,以暸解故事結構教學對受試者閱讀理解之影響。本研究結果如下:
一、故事結構教學能提昇ADHD兒童「故事主角與特質」理解之能力。
二、故事結構教學能提昇ADHD兒童「故事情境(時間與地點)」理解之能力。
三、故事結構教學能提昇ADHD兒童「故事主要問題(或衝突)」理解之能力。
四、故事結構教學能提昇ADHD兒童「故事發展歷程」理解之能力。
五、故事結構教學能提昇ADHD兒童「故事結局」理解之能力。
六、故事結構教學能提昇ADHD兒童「故事主旨」理解之能力。
最後,研究者根據研究結果提出相關建議供教師、ADHD兒童家長、教育行政機關及未來研究者參考。
目 次
第一章 緒論.........................................................1
第一節 研究背景與動機.................................................1
第二節 研究目的與待答問題.............................................5
第三節 名詞釋義......................................................7
第四節 研究範圍與限制.................................................9
第二章 文獻探討.....................................................11
第一節 注意力缺陷過動症兒童的語文學習特質...................11
第二節 閱讀理解的意涵與模式..........................................20
第三節 故事結構教學的原理與應用...................................... 23
第四節 故事結構教學在注意力缺陷過動症學生語文教學的相關研究............ 36
第三章 研究方法....................................................39
第一節 研究對象....................................................39
第二節 研究設計....................................................46
第三節 研究工具.....................................................49
第四節 教學設計.................................................... 55
第五節 研究程序.....................................................59
第六節 資料處理與分析................................................60
第四章 結果與討論...................................................63
第一節 研究結果...................................................63
第二節 注意力缺陷過動症兒童閱讀理解測驗的結果分析.....................75
第三節 綜合討論......................................................84
第五章 結論與建議.................................................. 89
第一節 結論..........................................................89
第二節 建議..........................................................92
參考文獻..........................................................97
中文部份..........................................................97
英文部份........................................................100
附錄..........................................................111
附錄一 家長同意書..............................................111
附錄二 故事結構教學設計(以閱讀材料一與測驗一為例)....................112
附錄三 故事結構學習單.............................................116
附錄四 故事結構問題單.........................................117
附錄五 閱讀材料....................................................118
附錄六 閱讀理解測驗........................................... 137

表 次
表2-1 故事結構重要元素分析.................................30
表2-2 國內外應用故事結構教學在學習障礙兒童之研究..................34
表2-3 注意力缺陷過動症兒童之故事結構教學研究摘要....................37
表3-1 三位受試者基本資料...................................45
表3-2 教材故事名稱、資料來源及字數...............................56
表4-1 受試甲閱讀理解測驗得分.........................................72
表4-2 受試乙閱讀理解測驗得分.........................................73
表4-3受試丙閱讀理解測驗得分.........................................74
表4-4受試甲階段間與階段內資料摘要..................................77
表4-5受試乙階段間與階段內資料摘要...................................79
表4-6受試丙階段間與階段內資料摘要 ................................83



圖 次
圖2-1 Rumelhart(1975)的故事結構...................................29
圖3-1 研究架構................................................46
圖3-2 基線期實施流程.......................................... 57
圖3-3 示範引導期(B)教學流程....................................58
圖3-4 獨立期(C)教學流程............................................59
圖4-1 受試甲閱讀理解測驗總分曲線圖..............................75
圖4-2 受試乙閱讀理解測驗總分曲線圖.............................78
圖4-3 受試丙閱讀理解測驗總分曲線圖.............................82
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