結合平板電腦運用部件識字策略對提升國小低視力學生書寫效能之研究

本研究旨在探討結合平板電腦app習寫，運用部件識字策略教學介入，提升一名國小五年級低視力學生在國字書寫效能之成效。採單一受試A-B-M研究設計，介入期進行為期6週18次之教學，結束後立即進行書寫成效評量。介入撤除後進行短期維持期3次及長期維持期3次之書寫成效評量。另於介入前、後分別蒐集學生之書寫樣本，針對錯／別字類型進行分析。並於教學介入結束後，請學生進行反饋及資源班教師提供意見。依據研究目的與資料分析結果，歸納以下結論：一、此介入策略對國小低視力學生國字書寫具有立即成效；在短期維持成效以及長期維持成效上均達八成穩定之良好表現。二、在介入階段無書寫錯誤之情形，而在短期及長期維持階段雖仍出現部份錯誤類型，但相較於介入前，介入後呈現的錯誤類型程度減緩，學生可寫出介入字之目標部件。然而，在筆劃多的國字上仍呈現較為困難的情形。三、學生表示透過此介入策略可以讓字寫得比較整齊，較為輕鬆、好玩，會期待上課，給予正向之反饋；但對筆劃多的國字在認讀及書寫上仍尚感吃力。資源班教師表示，學生在國字提取與輸出有進步，書寫時缺漏筆畫的情形改善許多，且對於國字書寫的動機明顯提高。

關鍵字

低視力學生；書寫效能；部件識字；平板電腦

並列摘要

The present study investigated a visually-impaired elementary school student's Chinese characters writing performance before and after an intervention strategy that integrates radical component analysis in a tablet app. This study featured a single-subject A-B-M design over a period of six weeks. An immediate post-test was administered immediately upon conclusion of the intervention. In addition, short- and long-term delayed post-tests were administered one week and one month after removing the intervention respectively. In the post-tests, the participant was given zhuyin (phonetic notation) cues and was required to produce the corresponding Chinese characters. A set of the participant's writing samples were collected both prior to and after the intervention as the basis for errortaxonomy and improvement analysis.The findings of the present study were listed below: 1.The intervention strategy incorporating radical component analysis and tablet computers demonstrated immediate effect, stableshort-term delayed effect and stablelong-term delayed effect on the visually-impaired elementary student. 2. In short- and long-term delayed post-tests, however, errors such as redundant strokes, absent strokes, non-words, and characters of similar shapes or sounds were identified. Compared with before the intervention, these errors were classified as less severe. After the intervention, the participant could write out the radicals of the target characters, but still experienced difficulty in producing complex characters. 3.The participant expressed positive feedback on the integration of radical component analysis on tablet computers, citing that the teaching method was "fun and simple, making it easy to write in an orderly manner." The participant also noted that he "looked forward to learning" but thought that "complex characters were still hard to recognize and produce."After the intervention, the special education counselor reported that the participant improved significantly in extracting and outputting Chinese characters - particularly in the occurrence of absent strokes - and that the participant demonstrated greater motivation for learning to write Chinese characters.