自我教導策略對中度智能障礙兒童使用計算機學習數學加減法成效之研究
碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === The purposes of this study were to explore the effects of self-instruction strategy with calculator in teaching addition and subtraction skills to three students with moderate intellectual disabilities in the elementary school. The multiple probe design across...
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| Format: | Others |
| Language: | zh-TW |
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2014
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| Online Access: | http://ndltd.ncl.edu.tw/handle/gjq7jy |
| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === The purposes of this study were to explore the effects of self-instruction strategy with calculator in teaching addition and subtraction skills to three students with moderate intellectual disabilities in the elementary school. The multiple probe design across participants was used, and the training sessions were conducted totally for nine weeks, three times a week and 40 minutes for each time.
The results showed that self-instruction strategy with calculator is effective in increasing the performance of addition and subtraction skills and the use of calculator for students with moderate intellectual disabilities in elementary school. The participants not only maintain and generalize the task performance but also hold positive attitudes with the self-instruction strategy with calculator.
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