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運用心智圖法於國小資源班學習障礙學生語文教學之行動研究

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表 4-11  教師對心智圖學習成效滿意度之結果分析表.......................104  表 4-12  教師對心智圖的教學滿意度之結果分析表...........................105
表 2-2    運用故事結構教學於身心障礙學生閱讀理解之研究  研究者  對象  研究目的與內容  研究結果及成效  趙尹薇 (2006)  三名國小中高年級之學習障礙的學 生  探討故事結構教學對國小中高年級學習障礙學生閱讀理解表現之影響  1.故事結構測驗、故事內 容 回 憶 以 及 閱 讀 理 解測 驗 得 分 均 有 顯 著 增 加的趨勢與保留效果。 2.本研究之學生、導師, 以 及 家 長 對 本 研 究 均 有正向反應。  王心怡 (2006)  三名國小二年級閱讀障 礙學生  了解故事結構教
表 2-4    心智圖教學對身心障礙學生的語文學習能力的影響之研究  研究者  對象  研究目的與內容  研究結果及成效  錢秀梅(2002)  智 力 商 數 介於 43--111 之間 的 身 心 障 礙 資 源 班 學 生  採「不等組前教學教學後評量驗實驗設計」,探討心智圖法教學方案對身心障礙資源班學生創造力的影響  1
表 2-4    心智圖教學對身心障礙學生的語文學習能力的影響之研究(續)  唐鈺雁(2008)  三 名 國小 學 習 障 礙 學 生  探討心智圖法寫作教學方案對國小學習障礙學生寫作能力提升成效之研究  1
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