本研究採用電腦輔助教學,利用自編的教學軟體,教導國中中重度智能障礙學生認識社區環境;目的在探討經由電腦輔助教學,學生能否正確說出電腦中社區情境圖片的名稱及功能?能否由圖片的認知學習產生類化,正確說出實際社區情境的名稱及功能?能否由圖片-語言聯結的學習而增加口語表達反應?能否增加對社區環境的主動反應? 本研究採跨受試多試探設計,對象為國中啟智班三位中重度智能障礙的學生,自變項為電腦輔助教學,依變項為課堂教學後各單元評量之答對百分比及到實際情境之表現得分。 依據本研究之結果,提出以下結論: 一、本研究之電腦輔助教學,能夠增進受試認識社區情境圖片的名稱及功能。 二、受試能由圖片的認知學習產生類化,說出實際社區場景的名稱及功能。 三、受試口語表達進步情況差異大,但經過電腦輔助教學後口語表達能力仍有增加的現象。 四、主動反應的結果差異性最大,而最大的改變在於三位受試由茫然、緊張、害怕的表現變成充滿自信的態度。 本研究亦發現利用動態評量可發掘學生的學習潛能,支持「近側發展區」的理論,最後提出軟體設計上、教學上及未來研究之建議。
The purpose of this study was to explore effects of using a computer-assisted instruction (CAI) program on the recognition of community signs. A multiple probe design across participants was employed. Three middle school students with moderate and severe mental retardation were recruited and received dynamic assessment, then were asked to recognize the names and function of two community environments in terms of photographs and courseware. Results of this research had revealed that CAI increased both the level of learning and voice output. Generalization data indicated that they could really recognize their community environments. And, more importantly, their learning attitudes became more positive and self-confident. Through the dynamic assessment, potentiality was found, which supports the Zone of Proximal Development (ZPD) theory. The courseware design, instruction and on-going study were suggested accordingly.