多媒體河內塔遊戲對於輕度智能障礙學生之型式認知能力的探討

A Pattern Teaching on Multimedia of Hanoi Tower Game for Pupils with intermediate intellectual obstacle

阮建睿(Juan Chien-Jui)

指導教授 ： 黃玉臺

亞洲大學/創意設計學院/數位媒體設計學系碩士班/碩士(2011年)

摘要

1984年，國內特殊教育單獨立法，推動普及的適性教育、提供最少限制及尊重個別化教育環境，促使國內許多相關教學方法的發展。目前，國際最新趨勢是加入多媒體的教學設計；但是，國內的相關發展卻仍在起步階段。Hayes 和Taplin（1993）研究指出，智能障礙者由於認知能力上的阻礙，無法使用舊經驗來形成規則，以解決相似或新的問題，這種「類化」的困難是智能障礙學生學習上的典型問題。有鑑於此，本研究特別結合教學原理與多媒體特性，設計進行特教「類化」能力的教學法實驗。
河內塔遊戲屬於一種智力遊戲，其操作過程中富有「類化」功能，為一個有趣且又含有教育意義的遊戲。故本研究藉由河內塔遊戲與多媒體的結合，以發展出特教「類化」能力的教學方式。利用河內塔遊戲中「類化」的功能與多媒體的適性化、可視性及重複性的學習優勢；再藉由「工作分析」找出河內塔遊戲教學「最後的工作特徵」，亦即找出達成任務的先備技巧，教學者再輔以漸進式的引導；透過設計遊戲步驟，教學者與電腦可視學生狀況調整多媒體教學步驟或肢體協助來提升學習成效，以協助智能障礙學生提升類化能力、問題解決的技巧。期望智能障礙學生在嘗試錯誤及反覆練習當中，能夠發現問題的解題策略，進而發展出解決相同或類似問題的解題計劃。
本研究之研究成果可分為三項，其一為實驗過程中，將河內塔遊戲教具簡化，促使教學時間由680分鐘縮短為90分鐘；其二，受試學生對於型式認知與實驗結果，成效略優於辛淑菁(2006)一文中的結果；其三，因本研究實驗中的河內塔教學法主要由辛淑菁(2006)實驗中教學方式精簡改良，因原教學方式實體教具過於龐大，對於受試學生而言吸收程度有限，且老師在教學過程中也相對性負擔較重，經由教學方式的更新與簡化後，本研究之受試學生更能有效率地完成移動步驟。綜合以上三點，未來可針對河內塔遊戲多媒體教具進行更延伸的發展以及如何將河內塔遊戲教學方式更加精簡，從這兩方面著重進行研究。

關鍵字

型式認知 ； 特殊教育 ； 智能障礙 ； 河內塔遊戲 ； 多媒體教學 ； Flash

並列摘要

In 1984, a separate national special education legislation, to promote the universal relevance of education to provide the least restrictive environment, individualized education and respect, prompting many domestic related to the development of teaching methods. Currently, the latest international trend is to add multimedia instructional design; but related development in the country is still in the early stages. Hayes and Taplin (1993) research indicates that mental retardation on the cognitive obstacles, the experience can not be used to form the old rules, to solve similar or new problems, this "class" of the difficulty is learning on students with mental retardation typical problems. In this research, especially with the teaching principles and multimedia features, the design of special education "classes" of experimental teaching ability.
Tower of Hanoi game is an intellectual game, and its operation in the rich "class" of functions, for an interesting and because with educational games. Tower of Hanoi this study by a combination of games and multimedia to develop a special education "class" of teaching ability. Tower of Hanoi game using the "class" of the function of the adaptive and multi-media, visibility, and repeatability of the learning advantages; then through "job analysis" to find the Tower of Hanoi game teaching the "last job characteristics", which identify accomplish the mission of the prior techniques, supplemented by progressive educators guide; steps through design games, instruction, video and computer multimedia teaching students the steps to adjust status or physical assistance to enhance the effectiveness of learning to help students with mental retardation type of ability to enhance , problem solving skills. Expectations of students with mental retardation in the trial and error and repeated practice were able to discover the problem solving strategy, and develop the solution of the same or similar problem solving program.
Results of this study can be divided into three, one for the experiment, will simplify the Tower of Hanoi game aids to promote teaching time minutes reduced from 680 to 90 minutes; Second, students in the form of cognitive subjects and experimental results, the effectiveness of slightly better than the Xin,shu-Jing (2006), the result of an article; Third, because our study, the main approach in the Tower of Hanoi by the Xinshu Jing (2006) experiment, streamlining improved teaching methods, teaching aids for primary teaching entity too large, for the subjects students limited extent in terms of absorption, and the teachers in the teaching process is also relatively heavy burdens, through the update and simplify the teaching methods, this study of subjects that students can move efficiently to complete the steps. The above three points, the future for Tower of Hanoi game can be more multi-media teaching aids and how to extend the development of teaching methods Tower of Hanoi game more streamlined, focused on research from two aspects.

並列關鍵字

Cognitive style ； Special education ； Mental retardation ； Hanoi Tower Game ； Multimedia ； Flash

參考文獻

陳榮華。(1982)。智能不足學生在國中益智班受教成效之比較研究。「師大教育心理學報」，第15期：47-65。

郭靜晃等著。（2005）。「兒童課後照顧服務訓練教材（下）」。臺北市：揚智文化事業股份有限公司。

陳心怡、朱建軍、陳榮華。（2000）。WISC-III 分測驗組合之假設解釋與信度估計。「特殊教育研究學刊」，第19 期：1-14。

徐智杰。（2002）。「網際網路CAI對國中智障學生錢幣使用學習成效之研究」。國立臺灣師範大學特殊教育學系在職進修碩士論文。

張建煌。（2007）。「電腦化漸進提示策略對國小輕度智能障礙學生改變類加減法應用問題實施成效之研究」。國立新竹教育大學特殊教育所碩士論文。