應用直覺操作式介面教具於國小學童國語文識字學習之研究

本研究旨在了解直覺操作式介面(tangible user interface, TUI)性質教具融入國語文識字教學中對於國小一般學童之學習影響。在此本研究進行教學實驗，以具有直覺操作式介面性質教具與字卡作為研究工具，並以部件教學法為基礎設計教學活動。以立意抽樣法進行抽樣，研究對象為三間位於大台北地區國民小學之三年級學童，探討直覺操作式介面教具是否能夠有效提升學童之國語文識字學習成就。實驗後以後測量表探究受試學童在接受過使用不同教具之國語文教學後之國語文識字能力，並以問卷及觀察法等方式收集受試學童對於實驗使用教具之觀感。統計分析結果發現：(1)本研究直覺操作式介面組學童與字卡組學童在接受教學實驗後，其國語文識字學習成就均顯著優於實驗前。(2)使用直覺操作式介面教具與字卡使用者之國語文識字學習成就與對教具態度均無顯著差異。(3)受試者之個人基本變項多與國語文識字學習成就無涉，僅字卡組學童之實驗前國語文喜好程度影響國語文識字學習成就。而自研究者觀察記錄與事後對教師訪談中，可明顯看出學童對於直覺操作式介面教具之偏好。根據以上結論，本研究提出相關研究與實務建議。

關鍵字

國語文教學；識字教學；直覺操作式介面；學習成就

並列摘要

The purpose of this study is to examine the learning effect in using the TUI Tool in elementary Chinese word recognition learning. The study took teaching experiment in three elementary schools in Taipei City and New Taipei City, using TUI tool and vocabulary cards in Chinese radical teaching activities. The study used achievement scale, questionnaire and observation to collect students' immediate achievement and their feelings toward the learning tools after experiment. This study yielded following findings: (1) there’s a significant difference in TUI group and vocabulary cards group students' immediate Chinese learning achievement and their pre-experiment Chinese achievement. (2) In students' immediate Chinese learning achievement, there is no significant difference in using TUI tool or vocabulary cards in the teaching experiment. (3) Students' background didn't affect their immediate Chinese learning achievement. Only the vocabulary cards group students’ after-experiment Chinese achievement affects their immediate Chinese learning achievement. The field note and interview show that TUI group students prefer TUI tool. According to the results, several suggestions for future research and instruction are purposed.