合作式電腦輔助教學對國小智障兒童實用語文學習成效之研究

The Collaborative CAI Learning Strategies for Students with Moderate and Severe Mental Retardation

裘素菊(Su-Chu Chiu)

《花蓮師院學報（教育類）》 18期 (2004/04) Pp. 31-60

https://doi.org/10.7073/JNHTCA.200404.0031

摘要

本研究旨在探討合作式電腦輔助教學對國小智障兒童實用語文學習之成效。研究方法採單一受試法之逐變標準設計。以自行設計之實用語文內容為教學單元，並使用T33互動式測驗評量學習系統為教學平台，建構教學版面；本研究分四個階段進行實驗教學，每階段的教學內容包括一位老師、二位同學、一位家長的圖像、聲音、影像和文字四種不同的格式；並且施以圖像對圖像、圖像對文字、聲音對圖像、文字對文字、以及聲音對文字的教學及評量方式，最後讓受試者有能力聽到聲音指認出文字。研究對象以北縣某國小三名中重度智能障礙學生為樣本。三名受試者分別接受三次學習之前測作為基準點；再接受每星期四天，每天四十分鐘之合作學習模式電腦輔助教學，共計八週；每階段皆進行形成性評量、學習後之測驗及最後學習保留測驗三次。
本研究獲得以下六點結論：
一、利用合作式電腦輔助教學對國小中重度智障兒童在實用語文一圖像、聲音、文字之習得有顯著成效，並具學習保留效果。
二、合作式電腦輔助教學對國小智障兒童之人際瀚甬萬動具有正面效果。
三、合作式電腦輔助教學相對一對一電腦輔助教學更省時省力及符合經濟效益。
四、以視訊短片拍攝人物影像對國小智障兒童能引起其高昂的學習動機與興趣。五、情境式的遊戲教學能刺激國小智障兒童聽音、仿讀、想像及語言的表達。
六、 T33的遙控器對國小智障兒童「手眼協調」訓練有正面作用。

關鍵字

電腦輔助教學 ； 電腦合作學習 ； 智能障礙 ； T33互動式測驗評量學習系統

並列摘要

The purposes of the study were to examine the collaborative learning performance in Chinese for elementary school students with moderate and severe mental retardation(MR) by using Computer Assisted Instruction (CAI).
This study uses the changing criterion design of the single subject research method. Unlimiter T33 which is an interactive multimedia development tool and invented by Assistive Technology Engineering Lab, Taiwan, was used as teaching platform. The study recruited three students with moderate and severe mental retardation from the elementary school's special education class in Taipei County. In experiment teaching phase, the researcher designed a 4-stage Chinese teaching unit. The participants in each stage needed to recognize color pictures (including the picture of the teachers, classmates, and parents) at 100 % accuracy as well as to 75 % accuracy in Chinese vocabulary. The experimental teaching included formative evaluation and learning preservation tests.
The results of the study finding are as follows:
1. The students with mental retardation have shown significant effectiveness on the acquisition and learning preservation of picture, voice, and Chinese vocabulary for students MR by using CM teaching method.
2. Collaborative computer-based learning has promoted positive effects on mutual communication among students with mental retardation.
3. CAI collaborative teaching has many benefits for students with mental retardation, such as timesaving and more effective as compare to one-on-one CM teaching.
4. The video clip promoted mentally retarded student's motivation and interest in leaning.
5. Situational game showed the participants having better performance in listening, speaking, reading, and expression of Chinese.
6. The remote controllers of T33 had showed significant positive impact on the students' hand-eye coordination.

並列關鍵字

CAI ； Computer-based collaborative learning ； Unlimiter T33 ； Mental retardation

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