Action Research on Word Recognition of Elementary School Students with Learning Disabilities to Combine an Intelligent Robot with Radical-Group-Text Teaching Method

• Main Authors: TSAI, YU-CHEN, 蔡玉珍
• Other Authors: CHEN, MENG-ZHI
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/3q82x3

碩士 === 南華大學 === 資訊管理學系 === 107 === 　　Because of dyslexia and the obstacles to writing ability, a 5th-grade student of elementary school students with learning disabilities met many difficulties in reading and pen tests. Teachers confronted difficulties in implementing individualized teaching too. This study aimed to improve the difficulties the student met through the participatory action research process. The authors adopt the assistant teaching mode of an intelligent robot to conduct an intelligent robot intervention, meanwhile, we also combine with radical-group-text teaching method and word recognition to form the action research team. In addition to exam the effects of an intelligent robot intervention, this study also explore the process of the intervention. The results include: First, the assistant teaching mode of an intelligent robot, combined with radical-group-text teaching method, can effectively enhance word recognition to carry out the intervention. Second, the intervention of an intelligent robot promotes learning motivation and learning performance of students with learning disabilities, the effects of which include: the willingness of active participation was improved, the ability of word recognition and self-confidence enhanced, the interaction with people was enhanced, the ability of self-behavior constraints was raised, and the positive motive and attitude toward learning was displayed. Third, the effects on the classmates were: the specific performance of service learning, the inclusion, and the respect of individual differentiation, and the existence of self-worth discover. Fourth, the effects on parents were: the understanding of the children' needs of learning, the responsibility of the child learning process of parent’s involvement. Fifth, the effects on teachers were: the enhancement of the reflection and growth of teaching, the acquirement of the support of teaching, and the mobility of the professional community of teachers enhanced.