Carnine D
College of Education, University of Oregon, Eugene, USA.
J Learn Disabil. 1997 Mar-Apr;30(2):130-41. doi: 10.1177/002221949703000201.
The low achievement level of students with learning disabilities has multiple causes. One is the mismatch between the students' learning characteristics and the design of instructional materials and practices. Design principles better suited to the characteristics of students with learning disabilities are described and illustrated for five areas: (a) big ideas; (b) conspicuous strategies; (c) efficient use of time; (d) clear, explicit instruction on strategies; and (e) appropriate practice and review. Wider application of these design principles, in instructional material and in actual teaching, could contribute to far higher achievement levels in mathematics for students with learning disabilities.
学习障碍学生成绩水平较低有多种原因。其中之一是学生的学习特点与教学材料及教学实践的设计不匹配。针对五个方面描述并举例说明了更适合学习障碍学生特点的设计原则：（a）大概念；（b）显著策略；（c）时间的有效利用；（d）关于策略的清晰、明确的指导；以及（e）适当的练习和复习。在教学材料和实际教学中更广泛地应用这些设计原则，可能有助于学习障碍学生在数学方面取得更高的成绩水平。
