不插電程式設計遊戲提升特殊幼兒認知能力之個案研究

本研究旨在透過不插電程式設計遊戲教學活動的實施，以瞭解特殊幼兒認知能力成效之研究，對象為一位幼兒園大班發展遲緩幼兒。研究方法採單一受試實驗跨行為多試探研究設計，進行不插電程式設計遊戲教學，自變項為不插電程式設計遊戲教學介入，依變項為認知能力之立即成效、維持成效、教師對不插電程式設計遊戲教學介入的社會效度，以目視分析法、C統計和社會效度分析，來探討實驗結果，了解其學習成效。本研究之之主要結論為:不插電程式設計遊戲教學對於發展遲緩幼兒認知能力具有立即成效及維持成效並具有社會效度。根據上述結果，研究者對教學建議與未來相關研究提出具體建議。

關鍵字

不插電程式設計遊戲；認知能力；發展遲緩幼兒

並列摘要

This study aims to apply Unplugged Programming Games teaching and learning activities to understand the result of cognitive learning outcomes. The child was five years old with developmental delays. A multiple probes design across behaviors of single-subject experiment design was implemented. The independent variable was, and the dependent variables were the immediate result of cognitive learning outcomes, the maintain results of cognitive learning outcomes and the reaction of teacher’s attitude toward the intervention of Unplugged Programming Games teaching. In this study, visual analysis, C statistical and social validity analysis were used to explore the experimental results and to understand the effectiveness of their teaching. Attributed to the conclusion of this study, the result is as following: Applying Unplugged Programming Games teaching on the children with developmental delay can observably increase the ability. After Unplugged Programming Games teaching has been applied to the participant, the improvement in the cognitive ability of children with developmental delay can remain good performance and social validity analysis. Base on the conclusion described above, the study may provide some teaching advice for future studies.