本研究旨在探究使用雲端英語輔助教學工具來進行英語句型教學，在國中學習障礙學生英語句型能力之影響。研究者藉由此工具來設計句型教學，並讓學生進行課後練習，期望透過課程調整及使用輔助教學工具的使用來提升學習障礙學生之英語句型寫作能力。
本研究採用單一受試實驗設計(single-subject experimental design)模式中的跨受試多探試實驗設計，以評量、觀察、問卷等方式，收集量與質的資料，以了解受試者對於課程及此工具的看法。研究對象為三名台北市某公立國中資源班學習障礙學生，針對這三名受試者進行為時12節課的介入教學，教材內容為國中八年級英文文法，透過使用雲端英語句型輔助教學工具來進行教學，觀察受試者是否能提升其英語句型之能力。本研究之目的為：一、探討使用雲端英語句型輔助教學工具對國中學習障礙學生英語句型能力之影響。二、探討使用雲端英語句型輔助教學工具對國中學習障礙學生英語學習態度之影響。三、探討國中學習障礙學生對於雲端英語句型輔助教學工具之看法。
研究結果歸納如下：一、使用雲端英語句型輔助教學工具對國中學習障礙學生之英語句型撰寫能力具有立即效果及保留效果。二、使用雲端英語句型輔助教學工具對三位個案的英語學習態度有正面的影響，學習態度變得較積極，提升句型學習之信心。

The purpose of this study is to investigate and improve the writing abilities of junior high school students with learning disabilities by using “Cloud Platform as a Teaching Supplement.” The researcher used this tool to design methods to help students learn to write sentences properly, and allowed students to practice after school. It is expected that students can adapt to the curricular adjustment and the use of auxiliary teaching tools to improve their English sentence writing skills.
In the study, the researcher used a single-subject multi-test experimental design to collect and correlate data. With assessments, observations, and surveys, the researcher was able to collect quantitative and qualitative statistics to study the subjects’ views of this tool. The study was conducted on three students in a junior high school of the country, and the content of the textbook was the eighth grade English grammar for all three subjects. Through 12 hours of studying with the teaching supplementary aid, the research shall observe whether the subjects could actually enhance subjects’ English sentence writing abilities by comparing their responses with the given correct answers. The aim for the research was, first, to explore the effects of applying the teaching aid for students with disabilities in the country for learning English sentence ability. Second, the researcher shall observe and record the learning attitudes of three subjects after studying under the teaching supplementary aid. Third, the researcher shall examine the subjects’ opinions of the new learning tool involving the Cloud Platform.
The results are summarized as follows: First, the English sentence learning aid demonstrated some degrees of immediate and continual effects. Second, the use of the teaching supplementary aid greatly encouraged students to cultivate positive English learning attitudes, while they became more proactive in learning. In addition, the students developed confidence and interest. in English learning.

目次
中文摘要……………………………………………………………………………i
英文摘要……………………………………………………………………………ii
目次…………………………………………………………………………………iii
表圖次………………………………………………………………………………v
第一章 緒論…………………………………………………………………………1
第一節 研究背景與動機………………………………………………………1
第二節 研究目的………………………………………………………………5
第三節 研究問題………………………………………………………………6
第四節 名詞釋義與界定………………………………………………………6
第二章 文獻探討……………………………………………………………………9
第一節 學習障礙學生的英語寫作特徵………………………………………9
第二節 英語句型教學…………………………………………………………21
第三節 學習障礙學生使用電腦輔助工具之成效……………………………33
第三章 研究設計與實施……………………………………………………………39
第一節 研究設計………………………………………………………………39
第二節 研究對象………………………………………………………………43
第三節 研究時程與流程………………………………………………………47
第四節 課程方案與規劃………………………………………………………52
第五節 研究工具………………………………………………………………58
第六節 資料蒐集與分析處理…………………………………………………59
第四章 研究結果與討論……………………………………………………………63
第一節 英語句型撰寫測驗資料分析…………………………………………63
第二節 英語句子重組測驗資料分析…………………………………………71
第三節 英語學習回饋表資料分析……………………………………………79
第四節 綜合討論………………………………………………………………82
第五章 研究結論與建議……………………………………………………………85
第一節 研究結論………………………………………………………………85
第二節 研究限制………………………………………………………………89
第三節 研究建議………………………………………………………………89

參考文獻 ……………………………………………………………………………92
附錄一 英語字母診斷測驗…………………………………………………………97
附錄二 英語學習回饋調查表………………………………………………………98
附錄三 使用雲端英語句型輔助教學工具之學生訪談大綱…………………… 100
 
表圖次
表2-1英語單字分類表……………………………………………………………23
表2-2課程調整方案………………………………………………………………26
圖2-3發散型曼陀羅思考…………………………………………………………36
圖2-4順時針型曼陀羅思考………………………………………………………36
圖2-5順時針型技巧思考句型……………………………………………………37
圖2-6發散型技法思考故事架構…………………………………………………37
圖2-7學習流程……………………………………………………………………37
圖3-1研究架構圖…………………………………………………………………39
圖3-2受試實施程序………………………………………………………………42
表3-3受試者之英語學習困難……………………………………………………46
圖3-4研究程序圖…………………………………………………………………51
表3-5單元句型架構表……………………………………………………………52
表3-6三位受試者學習困難採用之策略…………………………………………55
表3-7教學步驟流程表……………………………………………………………57
圖4-1英語句型撰寫正確率………………………………………………………64
表4-2受試者英語句型整體視覺分析資料摘要表………………………………65
圖4-3英語句子重組正確率………………………………………………………72
表4-4受試者英語句子重組視覺分析資料摘要表………………………………73
表4-5受試者英語教學後成效摘要表……………………………………………86

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