結合以詞帶字、視聽提示、重複練習策略之電腦輔助教學方案對中度智障學童識字成效之研究

Combining CAI with Vocabulary Guides, Audio-Visual Cues and Repetitive Practice Strategies to Teach Word Recognition to Moderately Retarded Children

盧家宜(Jia-Yu Lu) ； 孫淑柔(Shu-Jou Sun)

《特殊教育研究學刊》 30期 (2006/03) Pp. 217-242

https://doi.org/10.6172/BSE200603.3001011

摘要

本研究旨在探討結合以詞帶字、視聽提示及重覆練習策略之電腦輔助教學方案，對國小中度智障學童在單一字彙的識字成效。研究中採用跨目標行為之多探試設計，自變項為電腦輔助教學方案，依變項為三名研究對象於「聽音認字」及「字形區辨」的學習成效及學習效率表現。
本研究歷經九週的教學實驗後，結果如下：（一）結合以詞帶字、視聽提示及重覆練習策略之電腦輔助教學方案，對國小中度智障學童具有立即學習成效；（二）結合以詞帶字、視聽提示及重覆練習策略之電腦輔助教學方案，對國小中度智障學童具有學習類化成效；（三）結合以詞帶字、視聽提示及重覆練習策略之電腦輔助教學方案，對國小中度智障學童具有學習保留成效；（四）就字形結構而言，三名中度智障學童的識字學習效率並不相同；（五）就筆畫數的多寡而言，三名中度智障學童的識字學習效率並不會受到筆畫數多寡所影響。最後，本研究分別就教學、軟體設計及未來研究三方面提出可行之建議。

關鍵字

以詞帶字 ； 視聽提示 ； 重覆練習 ； 電腦輔助教學 ； 識字

並列摘要

The purpose of this study were to determine the effectiveness of CAT combined with vocabulary guides, audio-visual cues and repetitive practice strategies in teaching word recognition to moderately retarded children in primary school. The study used a multiple-probe experimental design. The independent variable was Computer Assisted Instruction (CAT) combined ‘with vocabulary guides, audio-visual cues and repetitive practice strategies; the dependent variables were the effectiveness and efficiency of instruction.
The teaching experiment took nine consecutive weeks, and the major findings were: (1) through CAT, these three moderately retarded children could recognize twelve target words; (2) through CAT, these three children were able to retain what they learned; (3) through CAT, these three children could generalize to different Chinese characters, and point out the words in their surroundings as well as in other books; (4) presented with different Chinese character structures these three children did not all learn the same character in the same sequence; and (5) as to efficiency of word recognition, in general these three children were not affected by the number of strokes in a character.
According to the findings of this study, we made some suggestions regarding the application of our proposed method to actual teaching, the design of relevant software, and possible future studies in this field.

並列關鍵字

moderately retarded children ； vocabulary guide ； audio-visual cues cues ； repetitive practice ； CAI ； word recognition

參考文獻

古艾巧(2004)。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(碩士論文)。國立臺灣師範大學資訊教育研究所碩士論文。

艾偉(1955)。漢字問題：閱讀心理。台北市:中華。

吳敏而、趙鏡中、魏金財(1998)。國民小學兒童常用字詞彙資料庫之建立與初步分析(Ⅲ)。台北市:台灣省國民學校教師研習會。

宋在欣(1999)。國民小學啟智班語文課教室言談分析(碩士論文)。國立高雄師範大學特殊教育研究所碩士論文。

沈烈敏、朱曉平(1994)。漢字識別中筆畫數與字頻效應的研究。心理科學。17(4)，245-247。