特教班「金錢與消費」電腦輔助教學教材設計 之研究—以台北縣中小學智能障礙學生為例

“Money and Consumption” CAI Design for Special Education: A Case Study on the Mentally Challenged Students from the Elementary and Junior High Schools in Taipei County

林天貴(Tien-Kuei LIN)

指導教授 ： 吳祖銘

國立臺灣師範大學/科技學院/圖文傳播學系在職進修碩士班/碩士(2009年)

摘要

「金錢與消費」CAI的設計是從實用數學領域中與金錢使用的相關細目中選出認識錢幣、兌換錢幣、消費技能與數學運算四個細目，各細目下分別設計六個電腦輔助教材，全部共24個教材。本研究的目的主要在探討經過「金錢與消費」CAI教學後，是否有效提升智能障礙學生錢幣使用之能力，並探討在學習過程中所產生的問題以供軟體改進之參考。
本研究採兩階段的設計，準備階段採用實驗法，研究對象為三位智障學生，研究者以「金錢與消費」CAI指導智障學生為期一個月的學習，在學習期間的前、後進行前測與後測，取得資料後以成對母體平均數差異 t 檢定來進行資料之分析，準備階段的研究結論是「金錢與消費」CAI能提昇智障學生使用錢幣的技能，並依據教學過程中所發現的問題進行軟體之改進。
實驗處理階段採用問卷調查法，以台北縣國民中、小學特教班有指導的智障學生的教師為研究對象，先將「金錢與消費」CAI交給全縣國民中、小學的資源班與集中式特教班，由老師以「金錢與消費」CAI指導該班的智障學生學習錢幣的使用，經過一個月的教學後，由老師依據學生學習前、後的狀況填寫問卷，本研究共回收125份有效問卷，資料取得後以獨立樣本t檢定及單因子變異數分析等方法進行統計分析，獲致研究結論如下：
1.教師對「金錢與消費」CAI整體教材的評價呈現顯著正向的評價。
2.智障學生以「金錢與消費」CAI學習使用錢幣的技能有顯著的學習效果，以障礙程度較低的學生較顯著。
3.不分類資源班的教師使用「金錢與消費」CAI教學後的意見，顯著優於集中式特教班的教師。
4.教師在使用「金錢與消費」CAI教學後的意見，學習階段較高的學生優於學習階段較低的學生。

關鍵字

電腦輔助教學 ； 智能障礙 ； 錢幣

並列摘要

The “Money and Consumption” CAI is composed of four categories: Introduction to Money, Exchanging Money, Consumption Skills and Mathematical Calculation, which are selected from the fields of practical math and monetary application. There are 6 CAI materials in each category and thus 24 materials in total.This study aims to explore if mentally challenged students can improve their ability to use money after receiving CAI teaching on “Money and Consumption”, and to discuss the problems seen during the learning process as a reference for revising the software.

The research is divided into two stages: the preparation stage and the experimental treatment stage. At the first stage, an experiment was conducted with three mentally challenged students as subjects. The students were given a pre-test and a post-test prior to, and after a month of, “Money and Consumption” CAI learning. The paired t-test was then applied to analyze the collected data. Furthermore, the software was improved according to the problems discovered in the learning process. It was concluded at this stage that the “Money and Consumption” CAI software can enhance mentally challenged students’ ability to use money.

At the second stage, a survey was carried out. The teachers of the resource classes and the special education classes from the elementary and junior high schools in Taipei County used the “Money and Consumption” CAI software to instruct their students on how to use money. After a month of instruction, the teachers filled in questionnaires regarding the students’ learning effects before and after using the software. There were 125 effective questionnaires which were analyzed by independent samples t-test and one-way ANOVA. The conclusions of this study are as follows:
1. The teachers put a significantly positive evaluation on the “Money and Consumption” CAI software.
2. The “Money and Consumption” CAI software can improve mentally challenged students’ ability to use money, especially those students with less severe levels of mental challenge.
3. The teachers of the uncategorized resource classes gave more positive feedback than did those of the centralized special education classes.
4. According to the teachers’ feedback, the students at higher learning levels benefited more from the “Money and Consumption” CAI software than did those at lower learning levels.

並列關鍵字

Computer Assisted Instruction ； mental retardation ； money

參考文獻

吳連滿（2001）。電腦輔助教學對輕度智能障礙學生數數能力成效之研究。花蓮師範學院特殊教育教學碩士班論文，未出版，花蓮市。

林怡君（2001）。建構教學對輕度智能障礙學生數概念應用成效之研究。高雄師範大學特殊教育研究所碩士論文，未出版，高雄市。

張競文（2006）。電腦輔助教學提昇國小輕度智能障礙學生錢幣使用技能成效之研究。台中教育大學數學教育研究所碩士論文，未出版，台中市。

鈕文英（1992）。啟智教育課程與教學設計。台北市：心理出版社。

鄭人豪（2005）。電腦化圖示策略對國小輕度智能障礙學生比較類加減法應用問題學習成效之研究。新竹教育大學特殊教育學系碩士班論文，未出版，新竹市。