本研究采用单一被试实验法和访 . 翻译
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中文 】
本研究采用单一被试实验法和访谈法进行研究，选取一名轻度学习障碍幼儿为研究对象、一名学生教师作为访谈对象，对其进行理解能力的评估，设计干预方案，实施故事结构教学，进行为期10周教学干预，最后运用访谈、观察等方法对其干预前后的阅读理解能力效果进行对比。本研究将阅读理解分为表层含义和深层含义两个维度，选取“阅读理解测验”作为实验的评量工具，故事文章作为实验的教学工具。研究采用单一被试实验法中的 A-B-A'实验设计，将实验分为基线期、介入期和维持期三个阶段，分析学生阅读理解整体成绩、表层文意理解成绩、深层文意理解成绩。采用“故事结构教学对学习障碍学生阅读理解能力干预效果的访谈提纲”访谈这名教师，进一步了解故事结构教学对学习障碍学生阅读理解的作用。
本研究得出以下结论：一、通过故事结构教学学习障碍学生阅读理解整体成绩、表层文意理解成绩、深层文意理解成绩显著提高。二、故事结构教学能够维持智力障碍学生阅读理解整体成绩、表层文意理解成绩、深层文意理解成绩。
由以上内容得出教学建议:注重故事结构教学在智力障碍学生阅读理解中的应用；重视视觉图在智力障碍学生阅读理解教学中的运用。
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英语 】
This study adopts the method of single subject experiment and interview. A child with mild learning disabilities is selected as the research object and a student teacher is selected as the interview object to evaluate his understanding ability, design the intervention scheme, implement the story structure teaching, and carry out the teaching intervention for 10 weeks. Finally, the effects of reading comprehension ability before and after the intervention are compared by using the methods of interview and observation. In this study, reading comprehension is divided into two dimensions: surface meaning and deep meaning. The "reading comprehension test" is selected as the evaluation tool of the experiment, and the story article is used as the teaching tool of the experiment. The study adopts the A-B-A 'experimental design in the single subject experimental method. The experiment is divided into three stages: baseline period, intervention period and maintenance period. The students' overall reading comprehension performance, surface text comprehension performance and deep text comprehension performance are analyzed. The teacher was interviewed with "interview outline of the intervention effect of story structure teaching on reading comprehension ability of students with learning disabilities" to further understand the role of story structure teaching on reading comprehension of students with learning disabilities.
This study draws the following conclusions: first, through the teaching of story structure, the overall performance of reading comprehension, the performance of surface text meaning comprehension and the performance of deep text meaning comprehension of students with learning disabilities are significantly improved. 2、 The teaching of story structure can maintain the overall reading comprehension performance, surface text comprehension performance and deep text comprehension performance of students with intellectual disabilities.
From the above contents, we can draw teaching suggestions: pay attention to the application of story structure teaching in reading comprehension of students with intellectual disabilities; Pay attention to the application of visual map in the teaching of reading comprehension for students with intellectual disabilities.