| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 103 === The purpose of this study was to investigate the current status and difference with regard to the teachers of resource classes of elementary school performing cognitive strategy teaching; the cognitive strategies of language and mathematics were divided into five dimensionalities, which were “attention”, ”memory”, ”comprehension”, “reasoning” , as well as “organization and integration”; this study adopted the questionnaire survey method, using “ the current status questionnaire of the teachers of resource classes of elementary school performing cognitive strategy teaching for learning disability students”. The subjects were the teachers in non-categorical resource room of elementary schools in Tainan City, Kaohsiung City and Taitung County, and the subjects were analyzed with descriptive statistics, making use of t-test and One-way ANOVA to understand the difference of cognitive strategies use.
The findings of this study were as follows:
1. The teachers of resource classes making use of cognitive strategies in language and mathematics courses, “attention” strategy was the highest ,the lowest strategies were all ” reasoning” strategy.
2. The teachers with different backgrounds making use of cognitive strategy in language course, there were differences in the variables like “gender” and “seniority”.
3. The teachers with different backgrounds making use of cognitive strategy in mathematics course, there were differences in the variables like “gender”, “age” and “professional background”.
4. The different “teaching sessions”, “teaching area”, “ average number of students in class”, as well as “ different research and study times”, there were no significant difference with regard to “language cognitive strategy” and “ mathematics cognitive strategy” .
According to the above mentioned conclusions, the researchers could submit proposals for teaching and future related study respectively.
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