為降低學生在識字閱讀歷程的認知負荷，同時提升現場教學者語文課程的備 課效率，研究者應用常見的Microsoft Excel 中的內建功能與研究者自行撰寫之公 式，發展文本分析軟體，並將功能逐年提升與精進至3.0 版，使其能自動整理與分 析教材文本，並依照主要學習任務與學生個別學習需求，發展多層次學習單。研 究者自資源班使用開始，並推廣至普通班作為普特合作通用設計學習，以提升識 字教學精準度與學生學習目標可及性的實務歷程。 本研究之文本分析軟體3.0 版核心應用重點如下：(一)文本分析功能：輸入任 何文本後，即可自動標示字頻、部件、部首、多音字、同音異字與語詞，支援教師 根據學生起點能力進行個別化教學設計；(二)多層次學習單生成器：依據學生識字 量、學習風格與教學進度，快速產出個別化識字、寫字、閱讀與聽寫練習單，符 應通用設計學習的精神；(三)教學應用實例：結合標準化測驗、學生自我檢核與教 師觀察，發現在學生識字成效、成就動機提升、自我決策與自我倡議上皆有提升； (四)融合教育實踐：工具同時支援普通班與資源班課程設計，具有促進普特合作通 用設計學習的社會效度。 本研究在自編文本分析軟體3.0 版後，以個案研究設計，針對國小資源班兩 名識字閱讀障礙學生，經過一學年每週一節識字策略教學介入，並透過前後測方 式檢視其識字閱讀的進步成效；同時蒐集資料方式及社會效度訪談普通班教師， 針對該軟體在普特合作通用設計學習應用上的可行性與接受度。 經本研究之文本分析軟體3.0 版進行介入後，兩位受試者在識字能力中的聽 音辨字、字形義辨別、字形辨別皆有顯著進步；且能在有限的備課時間內協助教學者快速完成個別化教材調整；有效提升學生學習動機與參與度並具有應用於普 通班進行普特合作通用設計的社會效度。

To alleviate cognitive load in students' literacy development and enhance lesson preparation efficiency for educators, a researcher developed a text analysis tool using Microsoft Excel's built-in functions and custom formulas. This tool evolved into Version 3.0, capable of automatically organizing and analyzing teaching materials, and generating multi-level worksheets tailored to students' learning needs. Initially implemented in resource classrooms, it was later extended to regular classrooms as part of a Universal Design for Learning (UDL) initiative, aiming to improve literacy instruction accuracy and accessibility. Key features of the Version 3.0 software include: (1) Text Analysis: Automatically identifies word frequency, components, radicals, homophones, homographs, and phrases to support personalized teaching design; (2) Multi-Level Worksheet Generator: Quickly produces individualized worksheets for reading, writing, and dictation practice, aligning with UDL principles; (3) Teaching Applications: Demonstrates improvements in literacy outcomes, motivation, self-decision-making, and self-advocacy skills through standardized tests and teacher observations; (4) Inclusive Education Practice: Supports curriculum design for both regular and resource classrooms, promoting the social validity of UDL in cooperative teaching practices. After developing the software, a case study was conducted with two primary school students with reading disabilities. Over one year, they received weekly literacy strategy interventions, with pre- and post-assessments evaluating their progress. Additionally, interviews with regular class teachers assessed the software's feasibility and acceptance for UDL applications. Results indicated significant improvements in the students' abilities to recognize sounds, distinguish word forms, and understand word meanings. The software also enabled teachers to quickly adjust instructional materials within limited preparation time, effectively enhancing students' learning motivation and engagement. The tool demonstrated social validity when applied to regular classrooms, supporting cooperative UDL implementation.

通用設計學習、識字教學、電腦輔助軟體工具文本分析表單、學習目標可及性、國小資源班

Universal Design for Learning, Literacy Instruction, Computer-Assisted Text Analysis Tool, Accessibility of Learning Goals, Elementary Resource Room