摘要
本研究旨在探讨并比较教师导向教学模式和同侪协助学习策略，应用在智能障碍学童学习单字成效之差异。采用单一受试研究法中的并行处理架构，结合跨受试多探试和交替处理设计。研究样本共三名，分别为轻度、中度及重度智能障碍学童。资料蒐集後透过视觉分析与C统计处理，所获结果陈述如下：第一，教师导向教学模式强调教学情境的控制及教学方法的应用，其适用范围较广。若应用於轻度智能障碍学生的语文课程，单字学习效果颇佳，且能在短时间之内教会学生记得所有单字，然而其保留效果不理想。对重度学生而言，教师导向教学策略的效果略差，且保留效果也不如预期。第二，同侪导向学习策略强调教学者和学习者之间关系的建立及学习内容和日常生活的连结。研究发现当应用在轻度智能障碍语文课程时，其学习单字的成效不如教师导向教学模式。然而，若实施於重度智能障碍课程，则其单字学习效果优於教师导向教学，同时保留效果也略胜一筹。
The differential effects of vocabulary learning between teacher-directed instruction (TDI) and peer-assisted learning (PAL) by students with varied levels of mental retardation were examined and compared in this study. The parallel treatment design, which combined multiple probes across subjects and the alternating treatment designs, was employed as the main research framework. Three primary school students consisting of mild to severe mental retardation participated in this study. The visual analysis and C statistics were used to analyze the obtained data. Primary results were as follows: First, the TDI mainly focused on the control of instructional settings and the use of instructional strategies. When TDI was employed in teaching vocabulary to students with mild disabilities, they could learn new words well in a short time. However, the effects could not be maintained. If TDI applied to students with severe disabilities, the effects and the maintenance were not as well as expected. Second, the PAL extremely emphasized the relationship between the instructor and the learner as well as the link between teaching materials and daily life. The findings indicated that when PAL was employed in teaching vocabulary to students with mild disabilities, the effects could not compete with TDI. However, if applied to students with severe disabilities, it achieved better effects than TDI. In addition, the learned vocabulary could be maintained.
