本研究旨在探討基模本位教學對國小學習障礙學生加減文字題的成效之研究。本研究採用單一受試的ABA’實驗設計，針對二名國小三年級學習障礙學生進行實驗教學與評量，探討加減文字題的立即、維持成效及數學學習態度的改變情形。透過視覺分析、C 統計等方式進行資料蒐集與分析，獲致下列幾項主要的發現： 一、基模本位教學能增進國小學習障礙學生加減法文字題整體解題之成效。 二、基模本位教學能增進國小學習障礙學生加減法文字題各題型的解題表現。其中以「比較型之小數未知」的加減文字題進步最多。 三、基模本位教學能維持國小學習障礙學生加減法文字題整體與各題型解題的表現。 四、基模本位教學未能提昇國小學習障礙學生的解題態度。 根據上述結果，本研究對學習障礙學生數學教學與未來相關研究提出若干建議。

This study investigated the effects of Schema-Based Instruction (SBI) on addition and subtraction word problems for students with learning disabilities. ABA' design of single subject research is applied as the research method; it aims at conducting experimental teaching and assessments on elementary school third grade students with learning disabilities, to explore the accuracy of addition and subtraction word problems on immediate test, maintenance test, and problem-solving attitude. Data were analyzed through the visual analysis method and C statistics. The finding was showing (A) Schema-based instruction is able to improve LD student's overall problem- solving performances of learning disabilities on addition and subtraction word problems and in addition, maintenance effects. (B) Schema-based instruction can improve LD student's problem-solving performance of learning disabilities on all kinds of addition and subtraction word problems, especially on the type of change which small number unknown. In addition, all of the problems are able to maintenance effects. (C) Schema-based instruction doesn't improve the problem-solving attitude of learning disabilities.