互動式電子白板對國小中度智能障礙學生錢幣使用教學成效之探究

Investigation of the Effects of Interactive White Board on Teaching Elementary School Students with Moderate Intellectual Disabilities How to Use Coins

謝東閔(Tung-Min Hsieh)

Advisor ： 趙本強

中原大學/人文與教育學院/特殊教育研究所/碩士(2012年)

https://doi.org/10.6840/CYCU.2012.00569

Abstracts

本研究主要目的係探討互動式電子白板教學對國小中度智能障礙學生錢幣使用教學成效之影響。本研究以立意取樣方式從桃園縣某公立國小特教班選取三位中度智能障礙學生參與研究。研究採單一受試研究之跨受試多探試設計來進行，透過二十六次之教學評量來評估互動式電子白板教學對受試者之學習成效。研究所使用的研究工具包括自編之「我會用錢了評量表」、「我會用錢了類化效果評量表」、「受試者訪談大綱」及「教學省思日誌」，教學成效主要是以視覺分析法及C 統計來評估學生於接受互動式電子白板教學後，於「我會用錢了評量表」及「我會用錢了類化效果評量表」之答題正確百分比。「受試者訪談大綱」和「教學省思日誌」等質性資料則用於輔助說明學生的學習成效及數學學習興趣之改變情形。研究結果綜合如下：
一、互動式電子白板教學能增進三位受試者錢幣使用技能之立即
學習效果。
二、互動式電子白板教學能提升三位受試者錢幣使用技能之學習
後維持效果。
三、互動式電子白板教學能增進三位受試者錢幣使用技能之學習
後類化效果。
四、互動式電子白板教學能提升三位受試者之數學學習興趣。
根據上述研究結果，研究最後提供具體建議供未來研究者及教學工作者參考。

Keywords

互動式電子白板 ； 智能障礙學生 ； 錢幣使用

Parallel abstracts

The main purpose of this study was to investigate the effects of interactive white board for elementary school students with moderate intellectual disabilities on learning how to use coins. Three students with moderate intellectual disabilities were chosen from a public elementary school in Taoyuan country to participate in this stydy. A single subject design using multiple-probe across students method was conducted to evaluate student progress across research. Instructional effects were assessed by analyzing quantitative and qualitative data. Quantitative data collected in this study were analyzed using visual analysis and Tryon’s C statictic methods. Qualitative data collected from interviews with students were analyzed using transcript analysis method.
The results indicate as below:
1. The interactive white board instruction was successful in increasing the percentages of correct response on the using coins test for the students with moderate intellectual disabilities.
2. After instruction, the percentages of correct response on the using coins test for the students with moderate intellectual disabilities kept maintaining after seven days.
3. The interactive white board instruction improved the students with moderate intellectual disabilities of using real money.
4. For the students with moderate intellectual disabilities, the interactive white board instruction could cause the interest toward mathematical learning.
Based on the results of this study, suggestions were provided for educators and prospective researchers who intend to conduct similar research.

Parallel keywords

interactive white board ； intellectual disabilities ； use coins

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