行動載具iPad結合電子化圖片提示教學策略對高職中重度智能障礙學生手工技能學習效果之研究

在科技日新月異的社會，透過科技輔助學習是在稀鬆平常的事情了。但對於身心障礙學生受限認知發展、學習緩慢，進行技能學習時皆需要相當大的協助，不僅有大量人力的需求，在類化廣度較差的狀況下，尚需要多方經驗才能讓身心障礙學生有全面的學習。現今的科技蓬勃發展，研究者希望可以透過科技的輔助提升他們的學習成效。故本研究旨在探討透過行動載具iPad結合電子化圖片提示教學策略在中重度智能障礙學生的手工技能課程中是否有良好的學習成效。本研究針對三名台北市某特殊教育學校高職部三年級學生，其皆未進行過手工皂製作相關課程的訓練，以單一受試研究法中的跨受試多探試設計進行教學介入。本研究的自變項為行動載具iPad及電子化圖片提示教學策略，依變項為學生透過教學介入後手工皂製作技能的學習表現、保留效果以及類化效果。本研究包括基線期、教學介入期、保留期以及類化期四個階段，研究者將三位研究對象的表現資料以視覺分析與C統計進行資料分析，用以了解行動載具iPad結合電子化圖片提示教學策略介入對三位研究對象之手工皂製作的學習效果。研究結果顯示，透過行動載具iPad結合電子化圖片提示教學策略介入手工皂製作，對中重度智能障礙學生具有顯著的成效且有良好的保留及類化效果。建議往後可運用此教學策略進行相關技能的訓練及教導，並且可以擴及至其他障礙程度及類別。

關鍵字

智能障礙；行動載具iPad ；電子化圖片提示策略；手工技能

並列摘要

In a society where technology is changing rapidly, learning through technology is a common thing to do. However, for students with physical and mental disabilities who have limited cognitive development and slow skill learning, all require considerable assistance. Not only do they need a large amount of human resource, but in the case of poor categorization, multiple experiences are needed to enable students with physical and mental disabilities to have comprehensive learning. With the rapid development of technology nowadays, researchers hope to enhance their learning through the support of technology. Therefore, this research aims to explore whether there is a learning outcomes of the manual skills curriculum for students with moderate to severe mental retardation through the mobile device iPad combined with the electronic picture prompt teaching strategy. The subjects of the study are three third-grade senior vocational high students from a special education school in Taipei City. None of them had ever been trained for the handmade soap making or related curriculum before. The teaching intervention is carried out in the multi-test design of the single subject research method. The self-variation of this study is the mobile device iPad combined with the electronic picture prompt teaching strategy, according to the change item, the student's learning performance, intervention and retention. The study included four stages: baseline period, teaching intervention period, retention period and categorization period. The researchers analyzed the performance data of three subjects with visual analysis and C statistics to understand the mobile device iPad combined with electronic picture prompts teaching strategy. The teaching strategy involved the learning effect of the handmade soap making of the three subjects. The research results show that the intervention of handmade soap making with the mobile device iPad combined with the electronic picture prompt teaching strategy has significant effects on the students with moderate to severe mental retardation, and has good retention and categorization effects. It is recommended that this teaching strategy can be used to train and teach relevant skills and it can be extended to other level and categories of disabilities in the future.