針對視障兒童設計之圖像化注音教學輔具

A Novel Mandarin Phonetic-Symbol Teaching Aid for Visual Impaired Children

賴靖翔(Jing-Xiang Lai)

指導教授 ： 周建興

淡江大學/工學院/電機工程學系人工智慧機器人碩士班/碩士(2022年)

https://doi.org/10.6846/TKU.2022.00412

摘要

本論文設計一套注音教學輔具，當中注音立體盲文積木，使用3D列印技術，將常用於注音符號教學中的圖像學習法轉換成立體積木，該積木的造型挑選生活中常見的物品，方便視障兒童記憶，並分別在兩面印上注音符號、點字，能讓視障兒童用摸的方式學習，快速建立兩個語言的基礎，並結合各類模組設計互動式體感教具，讓視障兒童能體驗不同的體感回饋，並在遊玩中學習，增加學習的樂趣和興趣，以及同儕的互動，還有可轉式盲文教具跟盲用注音學習應用程式，作為練習讀寫點字的工具，學童可以摹寫積木上的點字，或是使用應用程式的打字機和內建的辭典自我學習。

關鍵字

互動式學習

並列摘要

In this thesis, we design a set of phonetic-symbol Braille building blocks, which convert the images of phonetic-symbol into 3D blocks of related items. And it was printed phonetic-symbol and Braille on both sides by 3D printer. Therefore, visual impaired children can establish the basis of two languages system by touching. This building blocks can be combined with tactile reward interactive module . Visual impaired children can learn through play, increase their interest in learning and social interaction, and exchange ideas about haptic feedback with classmates and teachers. There are also rotatable Braille teaching aids and a phonetic-symbols learning app for the blind.
They serve as a tool to practice reading and writing Braille, where schoolchildren can copy Braille on blocks, or use the app's typewriter and built-in dictionary to learn on their own.

並列關鍵字

Tangible Teaching Aids

參考文獻

參考文獻

[1] National Federation of the Blind. , That the blind may read. Video tape published by National Federation of the Blind, Baltimore, MA. ,1993.

[2] Ryles. Ruby, “The impact of braille reading skills on employment, income, education, and reading habits,” Journal of Visual Impairment Blindness 90.3 ,May 1996, pp219-226.

[3] 邱大昕,“被忽略的歷史事實：從視障者工作演變看大法官釋字第六四九號解釋,”社會政策與工作學刊,Vol. 13, No. 2, Dec 2009, pp55-86.

[4] 蔡旻玲,“實施國語點字教學實驗之行動研究-以國小低年級視覺障礙學生為例,”台中師範學院國民教育研究所,2003.