Effect Of Computer Schema Instruction On Improving The Ability Of Students With Intellectual Disability To Solve Word Problems

The purpose of this study is to explore the effect of computer schema instruction on improving the ability of students with mild intellectual disability to solving addition and subtraction word problems.Based on the Mayer theory of problem-solving process,this study observes the behavior of three students with mild intellectual disability when they solve three types addition and subtraction problems by using the self-compiling "the observation table of students with mild intellectual disability solving addition and subtraction word problems ".Based on this,the researcher analyses the process and result of computer schema instruction using in three students with mild mental retardation instruction by using a multiple baseline design across subjects of single subject research,in order to explore the effect of computer schema instruction on improving the ability of students with mild intellectual disability to solve three types addition and subtraction word problems.Finally,the researcher uses the "attitude evaluation three point Likert scale" and "Teacher interview outline" to collect attitude of three students with mild intellectual disability and a resource teacher on computer schema instruction,the results are as follows:1.Three students with mild intellectual disability fail to solve addition and subtraction word problems is because they are lock of the ability to represent problems.2.Computer schema instruction has effectively improved the ability of three students with mild intellectual disability to solve change,combine and compare types addition and subtraction word problems,and has maintenance effect.3.Computer schema instruction has effectively improved the ability of three students with mild intellectual disability to solve result unknown,change unknown and start unknown three change subtypes addition and subtraction word problems,and has maintenance effect.4.Computer schema instruction has effectively improved the ability of three students with mild intellectual disability to solve combine value unknown and subset unknown two combine subtypes addition and subtraction word problems,and has maintenance effect.5.Computer schema instruction has effectively improved three students with mild intellectual disability to solve difference unknown,compared quality unknown and referent unknown three compare subtypes addition and subtraction word problems.Among them,two students with mild intellectual disability can maintain the teaching effect of solving three compare subtypes addition and subtraction word problems,a student with mild intellectual disability still has the ability to solve difference unknown and compared quality unknown two compare subtypes addition and subtraction word problems after teaching,could maintain the teaching effect of solving referent compared more subtraction word problem,but he does not have the maintenance effect of teaching effect of solving referent compared less addition word problem.6.Three students with mild intellectual disability and one resource teacher have positive attitudes towards computer schema instruction.