運用字母拼讀法於國中資源班學習障礙學生英語教學之行動研究

The Action Research of Using Phonics to Enhance English Learning for Students with Learning Disabilities in the Junior High School Resource Room

本研究採用行動研究法，以研究者任教的三名國中資源班學習障礙學生為研究對象，實施為期 15 週，共 27 節課的字母拼讀教學方案於國中資源班英語課程，以探討實施過程；所遭遇的困難與因應策略，並觀察學生學習表現；學習方法與學習態度方面的轉變，以及研究者於教學上的省思與成長。茲將所得結論分述如下：(1)關於教學實施過程，進行英文字母讀音教學時，學生難以辨識字形相似英文字母，且不易掌握或混淆部分字母讀音，教師適時提供簡易區辨策略，並以『示範說明』；『彈性調整』與『加強練習』作為因應進行目標尾韻單字教學時，學生易遺忘或混淆單字字義，教師以『多元教學』與『反覆練習』作為改善之道。(2)關於學生的改變，學生一方面習得看字讀音與聽音拼字的能力，掌握學英文的要領，另一方面則學習與單字的中文字義連結，提升單字辨識能力，且有助於激發學生對課程的參與度，但對整體學習態度的改變有限。(3)關於教師的省思，教師除了應審慎規劃課程與教學，兼顧學生聽說讀寫之綜合能力外，也應彈性調整課程進度，靈活運用多元教學方式與教學時間，並培養學生獨立學習能力，降低習得依賴感。最後根據研究結論，提出有關的研究與教育上的建議。

This study took action research and Phonics to English course for three students with learning disabilities in the junior high school resource room for 15 weeks, to find out difficulties that might occur during English implementation, coping strategies, the changing learning results, methods, and attitudes of students, and the reflection of the researcher. According to the research findings, first, in the implementation of Phonics teaching, students with LD had difficulties in recognizing similar letters of the alphabet, and confused with some alphabet pronunciations. The teacher offered simple strategies of recognition, and used demonstrations, adjustments, and practices for them. In addition, students easily forgot or confused the meaning of the words. The teacher used multiple teaching and practices repeatedly to solve the difficulties. Second, the students learned pronunciation and spelling, and knew the keys to learn English. Besides, they learned to connect the English word to the meaning, and their word recognition skills were improved. On the other hand, Phonics can arouse the students’ participation in course. However, Phonics can’t change all students’ learning attitudes. Then, teacher should plan the English curriculum and instruction care-fully, and develop students’ comprehensive ability combined with listening, speaking, read-ing and writing. Finally, teacher should adjust the course schedule, uses multiple teaching methods, and control instructional time flexibly. Teacher could need to promote students' independence of learning English, and reduce their dependence.