本研究設計不同之實驗教學內容，探討不同教學方式對學習困難兒童其國字學習 成效之影響，亦提供一具體之教學內容來提昇學習困難兒童之國字學習效率。 在本研究中有三種不同教學方式：一為傳統國字教學法，即教導學生學習國字之同時，輔以 注音符號，稱之為注音符號組；一為非注音方式教學國字，亦即直接教導學生學習國字，而 不輔以注音符號，稱之國字直接教學組（簡稱國字組）；另一為文字知識組，亦即輔以文字 構造或文字相關知識以學習國字。 為提高本研究結果之可靠性，樣本的同質性為本研究之重要考量，首先從臺南市勝利國小二 年級各班中，篩選出其智力在中等或中等以上，而國語能力測驗在百分等級25以下的學生為 實驗對象，共篩選出24位學生，依其智力、國語能力及性別，隨機分為三組。 本研究採用五十個國字，針對上述三組之不同教學方式，編寫四週之實驗教學設計，並請相 關學者專家審查，及提供修改之意見。待實驗課程內容確定後，隨即進行四週之實驗教學， 每週三節課，共計每組學障兒童可獲得十二節課之實驗教學，以學習前述編定之實驗教學內 容，其教學內容中之國字為嚴格篩選50個國字做為實驗教學材料外，在實驗教學過程中，並 以每節課教5個國字為實驗進度，經四週實驗教學後，再編製相關測驗測量三組不同教學方 式之教學成效。為對本研究之相關因素進行全面性與整體性的瞭解，所獲得的相關實驗數據 ，以SPSS軟體進行一系列的統計分析，以對三組不同教學方式之教學成效，進行精密之量化 分析與評估。 研究結果可摘要如下：以中文年級認字量表為評量學習效果時，文字知識的教學有助於其對 字的辨認，顯著地優於國字組及注音符號組。總而言之，本研就成果提供學障資源班國字教 一具體有效之教學理念與課程設計之基本準則，此乃我國目前學障資源班教學所迫切需要。

　　　　　The main purpose of this research is to investigate the effects of different teaching programs among learning disabled children. An experimental approach is designed to obtain the relative information and SPSS software was used to analyze the collected data. Three different teaching programs were designed and included in the experimental approach of this research. The first one is a traditional teaching method of Chinese characters called Zhu-Yin-Fu-Hau group. In this program, the symbols of Zhu-Yin-Fu-Hau were used as assistance tools when teaching Chinese characters to the children. The second one is a non-Zhu-Yin-Fu-Hau group. Chinses characters were taught to children directly without the assistance of the Zhu-Yin-Fu-Hau or any other assistance knowledge in this program. The third one is called orthographic knowledge group. The character structure or orthographic knowledge is used as the important assistance tool in the teaching procedure of Chinses characters. Considering the sample homogenity in the experiment, the children with intelligence over the mean level and Chinese Language Art ability test lower than 25 PR were selected as samples. About 24 students were initially selected and then divided into three groups in a random distribution depending on intelligence, in the school can help geatly to realize the intention of elementary mathematical curriculum. This article will tell how NTTC laboratory school reacted during the teacher's professional improvement during the first six years of teaching new curriculum completely and advancing yearly. The considerations are: 1. Respecting the wishes of the teachers. 2. Considering real world situations. 3. Managing an environment that the teachers can experience. 4. Forming a research scheme that is interactive and dynamic. 5. Emphasizing the transmission of acquired knowledge among colleagues. The operation should organize several different workshops or improvement groups to one day per week.