A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers
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...
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ndltd-TW-103NTNT07420042016-10-23T04:12:13Z http://ndltd.ncl.edu.tw/handle/50262478498233201466 A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers 國小資源班教師對學習障礙學生運用認知策略教學之現況調查研究 Chien-Shan Huang 黃千珊 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. Hsien-Ming Yang 楊憲明 2015 學位論文 ; thesis 112 zh-TW |
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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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author2 |
Hsien-Ming Yang |
author_facet |
Hsien-Ming Yang Chien-Shan Huang 黃千珊 |
author |
Chien-Shan Huang 黃千珊 |
spellingShingle |
Chien-Shan Huang 黃千珊 A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
author_sort |
Chien-Shan Huang |
title |
A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
title_short |
A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
title_full |
A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
title_fullStr |
A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
title_full_unstemmed |
A survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
title_sort |
survey study on the instruction of cognitive strategies for students with learning disabilities of resource room teachers |
publishDate |
2015 |
url |
http://ndltd.ncl.edu.tw/handle/50262478498233201466 |
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