Strategic Planning in the Use of Digital Movies for Instructional Materials of Students with Learning Difficulties

学习困难学生使用数字电影作为教材的策略规划

• 批准号: 05451148
• 负责人: NARITA Shigeru
• 金额: $ 1.98万
• 依托单位: The National Institute of Special Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (B)
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1994
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05451148/
• 关键词: Learning difficulties; Multimedia; Digital movie; Instructional materials; Strategy; 記憶と学習; マルチメディア; 特殊教育; 映像

This study examined the effects of Integrated Media (IM) instruction by using digital movies for children with learning difficulties and their teachers. Three children with mild disabilities and two teachers participated in IM instruction in a self-contained class of a public school in Yokohama. A group of fourth grade children was asked to solve some tasks for assembling pieces of puzzles, shopping items, matching objects and numbers, grouping objects, et al., for their math activity. It was found that IM instruction provided multi-dimensional learning experiences to help children with cognitive problems go beyond the traditional instruction, taking their learning in multiple directions rather following a linear instructional path. Teachers reported that the data show on the monitor screen enabled them to more precisely determine whether children understood skills presented during the instruction. They also reported that there was also a tremendous response from parents who were impressed with what their children had accomplished. Strategic planning in the use of digital movies and sounds was investigated in order to enrich ongoing instructional materials on computers, and therefore, new methods that provide multi-dimensional learning and teaching experiences in students and teachers were discussed.

本研究探讨了使用数字电影进行集成媒体（IM）教学对学习困难儿童及其教师的影响。三名轻度残疾儿童和两名教师参加了在横滨公立学校的一个自给自足的班级IM教学。一组四年级儿童被要求解决一些任务，如拼图、购物、匹配物体和数字、分组物体等，他们的数学活动。研究发现，即时通讯教学提供多维的学习经验，帮助有认知问题的儿童超越传统的教学，把他们的学习在多个方向，而不是遵循一个线性的教学路径。教师报告说，显示器屏幕上的数据显示，使他们能够更准确地确定是否儿童理解在教学过程中提出的技能。他们还报告说，家长们也对他们的孩子所取得的成就印象深刻。为了丰富正在进行的计算机教学材料，研究了使用数字电影和声音的战略规划，因此，讨论了为学生和教师提供多维学习和教学经验的新方法。

项目成果

Shigeru Narita: "Uses of Integrated Media Instruction in a Self-Contained Class for Children with Mild Disabilities" 1995 Florida Assistive Technology Impact Conference.

Shigeru Narita：“在轻度残疾儿童自给式班级中使用综合媒体教学”1995 年佛罗里达州辅助技术影响会议。

成田滋: "人とインターフェイスと障碍と" Macjapan. 4月号. 52-58 (1993)

Shigeru Narita：“人、界面和残疾”Macjapan 4 月号（1993 年）。

Shigeru Narita,et al.: "Integrated Media-Oriented Instruction for Students with Learning Difficulties at Elementary School-A Case Study(in print)" NISE Bulletin. Vol.5. (1995)

Shigeru Narita 等人：“小学学习困难学生的综合媒体导向教学——案例研究（印刷版）”NISE 公告。

Shigeru Narita, et al.: "Integrated Media-Oriented Instruction for Students with Learning Difficulties at Elementary School-A Case Study" NISE Bulletin. Vol.5(in print).

Shigeru Narita 等人：“小学学习困难学生的综合媒体导向教学 - 案例研究”NISE 公告。

Shigeru Narita: "Uses of Integrated Media Instruction in a Self-Contained Class for Children with Mild Disabilities" 1995 Florida Assistive Technology Impact Conference. (1995)

Shigeru Narita：“在轻度残疾儿童自给式班级中使用综合媒体教学”1995 年佛罗里达州辅助技术影响会议。