| Summary: | 碩士 === 國立台中師範學院 === 國民教育研究所 === 89 === This study was based on Feuerstein''s cognition theory, to assume that learner'' s cognitive structure and function can be modified. The researcher adopted dynamic assessment to encourage development of cognitive ability of learners, to observe learners how to learn and think, and to evaluate how far learning bridge, and to project learning propensity.
This study adopted case study method. The subjects were two 4th grade elementary school students of learning disability. The researcher to draw up enrichment program which include organization of dots、comparisons、memory strategies and analogical reasoning. The academic adjustment questionnaire, WISC-III, and checklist of learning capacity were used for assessing purposes. Participant observation, interviews, and document analyses and assessment were employed to collect data.
The main findings of this study were as follow：
There were evidences in children''s cognitive function modified. The learners had improvement in a number of ways in perception organization, information process, reasoning thinking and problem solving after thinking skill enrichment program. Furthermore, the learners also had improved in learning adjustment after enrichment instruction. Learners and parents had positive attitude in thinking skill enrichment program.
According to these findings, the researcher suggested as follow：
1.It would be helpful for teachers to apply dynamic assessment in diagnosing and counseling learning disability, building appropriate enrichment, and providing learners with opportunity to think.
2.It is suggested to apply mediated learning in education for parents.
3.In future research it would be better to consider the character of natural situation in school, to adopt action research, to prolong the time of research and to explore different objects, and to probe learning transfer in academic domains.
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