本計畫之主要目的在探討小組電腦學習對輕度智障兒童看圖說話的影響。針對智障兒童注意力與記憶力較差、學習動機低落、學習速度遲緩的特性，本研究嘗試以正常班的學生當做智障兒童的小組學習同伴，並透過電腦輔助學習的策略，進而探討此一學習策略在智障兒童說話學習中的效果。 本研究採二種不同電腦學習策略（個別學習和小組學習）之單因子變異數分析的實驗設計。由本省南部特教班中抽取二十二位輕度智障兒童及九位正常班兒童參與本實驗。全部學生先個別接受學習前測驗，再接受每天約二十分鐘之電腦引導看圖說故事之練習。持續練習三週後，每位學生再個別接受學習後測驗。 本研究發現在看圖說話中，小組電腦學習之智障學生只有在「事物察覺」上顯著地優於電腦個別學習之學生。其餘在指稱、描述、想像、句子的完整性等變項上，兩組學生沒有顯著的不同。此外，學生學習過程之資料分析顯示，小組學習學生在「簡答」項目上顯著多於個別學習學生，而「未答」的情形則顯著地比較少。其餘如「詳答」、「誤答」或「分心」上則沒有顯著不同。

　　　　　The purpose of this study was to investigate the effect of small group computer-assisted learning on mildly mentally retarded children's picture-based talk. Children with mild mental retardation (MMR) are known for their poorer attention and memory, low motivation in learning, and slower cognitive processing. Noted for its capacity of providing individualized lessons, CAI is a useful tool in helping students' learning. On the other hand, small group learning has been shown to be an effective method in improving students' learning for normal students. It was assumed in this study that small group learning strategies in CAI lessons should affect the learning of mildly mentally retarded children. The study has a One-way ANOVA design. 22 children with mild mental retardation recruited from special education classes and 9 children from normal classes in South Taiwan served as the subjects, who undertook a pre-experiment test, received a 20-minute CAI session every weekday for three weeks, and finally undertook a post-experiment test to determine the effect. Results from the investigation showed that MMR children in the peer tutoring group showed a significant advantage over individual learning group only in "object observation;" there were no significant differences between the two groups in items such as naming, description, imagination, and completeness in sentence structure. Analyses of the learning processes showed that the MMR students in the peer tutoring group had significantly more "short answers" and much fewer "unanswered" questions than the individual learning group, while no significant differences were found in items such as "long answer," and "mistaken answer," inattentiveness."