學生因缺乏口語表達能力、認知理解程度不足，不但產生學習、溝通、行為的問題，更影響同儕間的互動關係。本研究希望藉由資訊科技的輔助，實施口語對話補救教學，藉此增進學生的表達能力，改善個人與同儕的口語溝通問題。 本研究採用行動研究，研究對象為三年級低口語表達能力學生，透過建立良好的師生關係、培養學生自信、同儕協助及資訊科技融入教學的模式進行研究，研究結果發現：一、 資訊科技融入教學不僅不受時空侷限，還可以依個人需求反覆練習，能有效提高學習者的學習效果，適用於特殊需求學生的學習。二、 在生活情境中運用資訊科技設計對話教學，讓學生在自然的學習情境中說話，師長同儕的鼓勵和讚美有如春風雨露，將增長其自信。三、 運用資訊科技輔具有效啟動學生的學習熱情，在友善環境中感受愛與關懷及良好的同儕互動。 Students who have trouble with oral expression and have lack of cognition and comprehension, will have issues with learning, communication, and even behavior in their social relationships. The purpose of this research was trying to improve their self-express and communication abilities by using info-tech and oral remedial teaching . The subjects of this research were 3rd graders with inferior oral expression. This study was carried out through the build-up of teacher-student relationships, increased consolidation of student confidence, further peer assistance and use of info-tech integrated pedagogy model. The research findings were following: 1. Info-tech integrated pedagogy should not be limited by time and space but also can be used repeatedly for practice according to individual need. This can effectively enhance the learning efficacy of learners, which is conducive to the learning of students with special needs. 2. Teachers can design dialogue and use info-tech in daily life situations so students can learn and express themselves confidently . Encouragement from teachers and peers can boost the confidence of students easily. 3. Info-tech aids are helpful to activate passion for learning in students, creating a friendly environment with love and affection, and inducing positive peer interactions.
