| Summary: | 碩士 === 中國科技大學 === 資訊工程系資訊科技應用碩士在職專班 === 103 === The purpose of this study was to investigate the effect of blended teaching, combining Moodle online instruction with traditional lecture-based teaching, integrated into Chinese course in the resource class on learning performance and learning attitudes of students with special educational needs. The methodology of this study was pre - experimental research with the priori - posteriori - measurement control group design, to discuss the learning performance, before and after implementing blended Moodle online instruction and traditional lecture-based teaching integraded into Chinese course in the resource class, with two tests; meanwhile, adopting questionaire, and from learning motivation, learning help and learning satisfaction three aspects, to discuss the learning attitude of students with special educational needs before and after implementing blended Moodle online instruction and traditional lecture-based teaching integraded into Chinese course in the resource class. Participants were 20 students with special educational needs in the junior high school resource class. The main results were as follows:
1. The students with special educational needs using blended teaching have better learning performance than traditional teaching on chinese course in the resource class.
2. The students with special educational needs have positive attitudes toward using blended teaching on chinese course in the resource class.
Based on the results of this study, recommendations for the teaching and further studies were offered.
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