改善学习障碍学业成就

Abstract

学习障碍学生在学习过程上面临许多难题，因为学习问题而被同侪贴上智能障碍标签影响造成学业低落，无法肯定自我导致在学习上会呈现被动、消极状态，缺乏学习动机充满无助感。本研究探讨如何改善学习障碍学生学业成就之重要因素，藉决策实验分析法(Decision-Making Trial and Evaluation Laboratory)将复杂质化问题以量化方式处理，并衡量準则内部相互影响关系提供网路层级分析法(Analytic Network Process)相依与回馈性的重要权重，支持决策者做有效评估考量。本研究综合九位专家学者与多数相关文献探讨如何改善学习障碍学生学业成就之重要因素，以五项构面十五项次构面基础架构显示重要构面程度结果依序为：个人因素，教师因素，学校适应因素，环境因素及家庭因素，提供教导学习障碍学生之参考。 Learning disability is a classified some functions in which a student has difficult learning in a typical attitude, caused by an unfamiliar factors. It is obvious related learning problems in an academy. However, these problems are not enough to be authorized an official diagnosis certification. Learning disabilities are life-long but with appropriate academic interventions assistance may overcome their disability. Resource classes provide a major source of assistance to improve learning disability student. This study determines what critical priority criteria are from synthesized references by decision-making trial and evaluation laboratory (DEMATEL) with analytic network process (ANP) approach that explores five facets and fifteen variables for each respectively to illustrate how resource classes in the school improve learning disability students much more effective. Finally, it found that individual factor is the most important, teachers’ interaction factors, social environment factors, school adoption factors in proper order, but family factors at least.