Wilson R, Majsterek D, Simmons D
Department of Special Education, Bowling Green State University, OH 43403, USA.
J Learn Disabil. 1996 Jul;29(4):382-90. doi: 10.1177/002221949602900406.
The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery formats-teacher directed and computer assisted. The two interventions were compared in terms of opportunities to respond and success rate. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher success rate than did the software program. Implications of teacher-directed and computer-assisted instruction are discussed in terms of efficacy and feasibility.
在两种教学形式（教师指导和计算机辅助）下，对4名有学习障碍的小学生掌握乘法运算表的情况进行了比较。从回应机会和成功率方面对这两种干预方式进行了比较。所有学生在教师指导的情况下掌握了更多的运算表内容。此外，教师提供了更多的回应机会，并且比软件程序显示出更高的成功率。从有效性和可行性方面讨论了教师指导教学和计算机辅助教学的意义。
