| Summary: | 碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === The purpose of this study is to compare the learning effects of functional vocabulary between interactive whiteboard and traditional whiteboard combining the picture fading strategy.
The participants in the study are three students with moderate mental retardation in a special class of the elementary school. The design of the experiment uses single-subjected with alternated treatment. The processes include alternating treatment with sixteen lessons and a best treatment with eight lessons. After each lesson, the results were checked by using “word pronunciation” and “word identification”. Then, the experimental data were analyzed based on the visual inspection. Also, the class teacher and the assistant write a questionnaire to provide related opinions on the functional vocabulary teaching.
The major findings are summarized as follows:
1.In the learning of the “word pronunciation”, children with mental retardation have better performance on the interactive whiteboard combining picture fading strategy than the traditional whiteboard teaching.
2.In the learning of the “word identification”, children with mental retardation have better performance on the interactive whiteboard combining picture fading strategy than the traditional whiteboard teaching.
3.The class teacher and the assistant are satisfied with the experimental instruction .
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