樂高積木教學對於國小特教班自閉症兒童矩陣推理能力之研究

The study of progressive matrices ability with autism by using WeDo2.0 Lego education training in special education class of Elementary Schools.

王閔(Wang, Min)

指導教授 ： 邱富源

國立清華大學/竹師教育學院/學前特殊教育碩士在職學位學程/碩士(2020年)

摘要

本研究旨在探討樂高積木教學對於國小特教班自閉症兒童於矩陣推理能力之成效。選擇三位就讀於國小集中式特教班自閉症兒童，以單一受試研究法中的倒返設計（ABM設計）為研究方法，設計架構分別為基線期、介入期與追蹤期，安排三名受試者進行8週的樂高積木教學介入，並在實驗各階段實施以亂數抽取10題的彩色矩陣推理測驗（以下簡稱「CPM」）作為評量依據，並透過施測完整的CPM進行前後測分析，以了解樂高積木課程介入對於國小特教班自閉症兒童於矩陣推理能力之成效。研究過程中以目視分析與C統計進行實驗資料的量化分析，並透過CPM前測與後測之測驗成績了解樂高積木介入成效；質性分析則以觀察、錄影與文字紀錄並行的分析方式，輔以相關資料進行相互驗證。
　　綜合本研究結果，研究者提出以下結論：
一、 樂高積木課程的介入對於國小特教班自閉症兒童的矩陣推理能力在立即成效上有正向的效果。
二、 樂高積木課程的介入對於國小特教班自閉症兒童的矩陣推理能力的維持成效不一致。
三、 在樂高積木課程的介入後，三位受試者在CPM的成績上皆有提升。
四、 運用樂高積木課程需要依據受試者的個別差異調整並給予適當的教學策略。

關鍵字

樂高積木 ； 自閉症 ； 矩陣推理 ； 國小特教班

並列摘要

The study of progressive matrices ability with autism by using WeDo2.0 Lego education training in special education class of Elementary Schools.

Abstract
This study explored the effects of using WeDo2.0 Lego education training for students with autism in Centralized special education class of Elementary Schools. The study used single text Mining Law A Return design as a study method, which is divided into baseline period, intervention period, and maintenance period. This research is based on experimental data are categorized and quantified in order to ascertain the progressive matrices ability with autism. Subjects were three students with autism in Centralized special education class of Elementary Schools at Hsinchu city.
The results of this study as bellow:
1. After using the WeDo2.0 Lego education training, these three students have obviously improve on CMP test. Prove that the WeDo2.0 Lego education training has immediately effectiveness of progressive matrices ability for student.
2. After using the WeDo2.0 Lego education training, the performance of the progressive matrices ability of the autism showed a positive growth compared with that without intervention. Among the three students, the performance of the progressive matrices ability of one student was significantly different.
3. After using the WeDo2.0 Lego education training, the performance of the progressive matrices ability of the autism had an inconsistent retention effect.
4. The use of WeDo2.0 Lego education curriculum needs to be adjusted according to the individual difference and give appropriate teaching strategies.

並列關鍵字

CPM ； autism ； Lego education training ； special education class of Elementary Schools

參考文獻

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