多感官教学能否提昇中度智障一年级学生语文识字的效能.PDFVIP

度 年識 The possibility of enhancement in Vocabulary ability of Moderately Intellectual Disabilities school Primary -One student with adopting Multi Sensory Approach 論 度 年 便 識 零便 參不數識 識 識 量識 數量 年年 不 刺 As a Primary-One language teacher of a Moderately Intellectual Disabilities school, I found my students have lingering progress on this subject. Due to their relatively low ability of memorization, most lessons are turned out a new teaching module for them with no former learned knowledge can be founded with. I wonder is there any course can be implemented in order to consolidate what they have learned. With studies of several teaching approaches, such as common vocabularies works, coherent vocabularies tuition and formation vocabularies teaching. In contrast to adopting Multi Sensory Approach( MSA ), no wonder there is a must for the learners to have certain basic language knowledge while introducing those approaches. Candidates are often required to bear vocabularies with particular amount in one lesson time inevitably. I found MSA is more adequate in teaching vocabularies study for my Primary-One Moderately Intellectual Disabilities students. There is no requirement of basic subject knowledge and fixed volume of study to be kept memorize while carrying out lessons. Besides, the learning emotion of students is relatively unstable in such school level. Due to the remarkable stimulations to promote their passion of learning through MSA, I believed to facilitate research on this topic is promising and a better mean to strengthen their language ability can be investigated. 度 識 讀度 年刺 識 力 力流 兩 流 兩見 便 識 度 度識 力 年 識 識 離 歷 識 不 識識 便 年 量 不理不金 識 略 聯 讀不不亂 行 年度若 識 力 參