縱橫碼教學方案對國中身心障礙學生中文輸入學習成效之研究

林靜文(Ching-Wen Lin)

指導教授 ： 王華沛 博士

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2010年)

摘要

本研究主要探討縱橫碼教學方案對國中身心障礙學生中文輸入之學習成效。研究方法採單一受試跨受試多探試設計，整個實驗分為基線期、介入期、保留期及類化期。本研究之自變項為縱橫碼單字取碼教學，依變項為學習成效、電腦輸入效率及學習速率和筆形錯誤型態，所蒐集的資料以視覺分析、C統計及內容分析進行分析探討。本研究結果如下：
一、三位受試者於縱橫碼單字取碼教學後，在單字取碼及電腦輸入具有良好的立即學習及保留成效，但無顯著的類化成效。
二、在單字取碼的表現以受試A及受試C的立即學習成效最好，而受試B的保留成效最好。
三、在電腦輸入正確率立即評量的表現以受試A及受試C表現最好，保留期的表現則以受試B表現最佳。
四、受試B及受試C於介入期時電腦輸入速度的表現最好，受試B則於保留期的表現最好，在類化期階段雖然三位受試者輸入速度明顯地下降，但平均輸入速度仍較基線期快，且受試A輸入速度平均值仍能維持在整個介入期的水準。
五、在學習速率方面，三位受試者皆於第一及第二次教學介入後即能達到預定的精熟水準。
六、三位受試者皆因對筆形代碼、取碼順序與規則不熟練，而產生單字取碼錯誤，最常出現錯誤的筆形主要為「、」「乀」，其次為「亅」、「フ」。

關鍵字

身心障礙學生 ； 縱橫輸入法 ； 縱橫碼教學方案 ； 中文輸入效率

並列摘要

The purpose of this study was to explore the effects of CKC teaching program on Chinese input skill for junior high school students with disabilities. The multiple probe across subject design was utilized in this study. The experiment was divided into four phases：baseline, intervention, maintenance and generalization phases. The independent variable of this study was single Chinese character coding instruction. The dependent variables were the learning effectiveness of single Chinese character coding, Chinese input efficiency , the rate of learning and the error types of roots disassembling . Data was analyzed by visual analysis , Tryon’s C statistics and contect analysis. The results of this study were as following:
1.After teaching-experiment, all of the three subjects had significant progress on single Chinese character coding and Chinese input skills. They also can keep maintaining the results.
2.Regarding to the single Chinese character coding of immediate effects, subject A and C had better performance than subject B. In maintenance phase, subject B had the best performance.
3.Regarding to the typing accuracy rate of immediate effects, subject A and C had better performance than subject B. In maintenance phase, subject B had the best performance.
4. Regarding to the typing speed of immediate effects, subject B and C had better performance than subject A. In maintenance phase, subject B had the best performance. In generalization phase, their average typing speed was quicker than the baseline phase and subject A still maintained on the standard of the intervention phase.
5. Regarding to the rate of learning , all of the three subjects can reach the proficiency after first and second teaching involvement.

並列關鍵字

Students with disabilities ； CKC Chinese input method ； CKC teaching program ； Chinese input efficiency

參考文獻

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