刺激褪除策略對高職特教班智能障礙學生功能性詞彙學習成效之研究

The study of stimulus fading strategies on functional vocabulary learning for mental-retarded students

古艾巧(Ai Chiao Ku)

指導教授 ： 李天佑

國立臺灣師範大學/教育學院/資訊教育學系在職進修碩士班/碩士(2003年)

摘要

本研究旨在比較刺激在內與刺激在外褪除策略對高職特教班智能障礙學生功能性詞彙的學習成效。研究方法採用單一受試實驗設計中的交替處理設計，研究對象為三位中度及一位輕度智能障礙學生。受試者須接受三組目標詞彙的教學實驗，每組目標詞彙分別使用刺激在內與刺激在外褪除策略，教學活動進行至受試者於總評量測驗連續達三次80%的正確率為止。本研究的自變項為刺激在內與刺激在外褪除策略，依變項為受試者的學習成效、學習效率、學習保留度與類化表現。教學實驗分為四階段，第一階段為基線期：評估受試者的起點行為，第二階段為處理期：實施刺激在內與刺激在外褪除策略，並評量受試者的學習成效及學習效率，第三階段為保留期：實施與基線期相同的測試，藉以了解受試者學習保留度，第四階段為類化期：於保留期時施予字卡測試，以了解受試者的類化表現。本研究根據實驗結果作以下的結論：
一、刺激褪除策略對高職特教班學生功能性詞彙的學習有幫助。
二、教學網頁中的教學代理人有助於學生的學習，並可提昇學生的學習動機及維持其學習意願。

關鍵字

刺激褪除策略 ； 教學代理人 ； 智能障礙 ； 功能性詞彙

並列摘要

The purpose of this study is to compare the learning effects of functional vocabularies by means of within-stimulus and extra-stimulus fading strategies on mentally-retarded students in special education classes of the vocational schools. The research approach adopted is the alternating treatment design in the single subject experimental design, and the subjects of the study are three moderate mentally-retarded and one mild mentally-retarded students. The subjects of study must undergo the pedagogic experiment of three sets of target vocabularies.In each set of target vocabularies, both the within-stimulus and extra-stimulus fading strategies are implemented, and the pedagogic activities did not stop until the accuracy rate of the general examination which the study subjects took exceeded 80% for three consecutive times.
The independent variables of this study is the within-stimulus and extra-stimulus fading strategies.The dependent variables are the learning effects, learning efficiency, learning maintenance , and the generalized performance of the subjects. The pedagogic experiment is divided into four stages.In the baseline period, we assess a series of preset to measure subject’s ability of word recognition.In the instruction period, in which the within-stimulus and extra-stimulus fading strategies are implemented, and the learning effects and learning efficiency of the study subjects are assessed.In the maintenance period, in which the tests conducted are the same as in the baseline period, so as to realize the learning maintenance of the subjects.In the generalization period, we conduct the word-cards test in the maintenance period, so as to realize the generalized performance of the subjects. Stated below are the conclusions generalized from the outcome of this experiment:
1.Stimulus fading strategies are helpful for the functional vocabulary learning of mentally-retarded students in special education classes of the vocational schools.
2. The teaching agent on the learning website is contributory to students’learning, and are capable of elevating students’ learning motivation as well as maintaining their learning aspiration.

並列關鍵字

stimulus fading ； teaching agent ； mental retardation ； functional vocabulary

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