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題名 | CAI 與傳統教學對一位國小輕度智能障礙學童注音符號學習成效之研究=The Study of Effeteness of Computer Assisted Instruction and Traditional Teaching Method on Chinese Phonetic Symbols for an Elementary School Student with Mild Intellectual Disabilities |
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作 者 | 楊熾康; 李芷穎; 鍾莉娟; | 書刊名 | 東臺灣特殊教育學報 |
卷期 | 12 2010.12[民99.12] |
頁次 | 頁85-107 |
分類號 | 529.62 |
關鍵詞 | 國小智能障礙學童; 注音符號; 學習成效; 電腦輔助教學; 傳統教學; Student with mild intellectual disabilities; Chinese phonetic symbols; Computer Assisted Instruction; Traditional teaching method; |
語文 | 中文(Chinese) |
中文摘要 | 本研究主要目的在探討電腦輔助教學 (computer assisted instruction,簡稱CAI) 與傳統教學對一位國小輕度智能障礙學童注音符號學習之成效。以花蓮縣某國小普通班之一名低年級輕度智能障礙學童為研究對象。實驗期間以第二位研究者自編之注音符號教材為CAI 與傳統教學的課程內容,進行為期九週的實驗教學,研究方法採單一受試研究法 (single subject research method) 之交替處理實驗設計 (the alternating treatment design),自變項為注音符號電腦輔助教學與注音符號傳統教學,依變項為注音符號的指認、認讀、聽寫之學習成效及電腦輸入法打字之類化成效。最後再將所蒐集之資料整理後,以視覺分析進行分析處理。歸納本研究結果如下: 一、CAI與傳統教學對國小低年級輕度智能障礙學生的注音符號單音之學習皆有成效。 二、CAI與傳統教學對國小低年級輕度智能障礙學生的注音符號雙拼之學習皆有成效。 三、CAI與傳統教學對國小低年級輕度智能障礙學生的注音符號三拼之學習皆有成效。 四、CAI的注音符號學習之維持效果較傳統教學佳。 五、CAI與傳統教學對國小低年級輕度智能障礙學生在注音符號的類化效果皆有成效。 |
英文摘要 | The main purpose of the research is to investigate computer assisted instruction (CAI) and traditional teaching method (TTM) on the effectiveness of Chinese phonetic symbols for an elementary school student with mild intellectual disabilities. The participant of the study was a first-grade student with mild intellectual disabilities selected from the regular class at an elementary school in Hualien County. During the period of experiment, the researchers used both the CAI of Chinese phonetic alphabet and TTM of Chinese phonetic symbols as teaching method for 9 weeks. The research method of the study used the alternating treatment design of the single subject research. The independent variable was the CAI of Chinese phonetic symbols and TTM of Chinese phonetic symbols. The dependent variable was the recognition, sound it out, and the spelling abilities of Chinese phonetic symbols as well as generalization abilities. Subsequently, the researcher analyzed the obtained data with visual analysis. The findings of the research were concluded as follows: 1. The study of Chinese phonetic symbols for an elementary school student with mild intellectual disabilities was all effective in both CAI and TTM. 2. The study of one pair spelling of Chinese phonetic symbols for an elementary school student with mild intellectual disabilities was all effective in both CAI and TTM. 3. The study of three Chinese phonetic symbols spelling for an elementary school student with mild intellectual disabilities was all effective in both CAI and TTM. 4. The Chinese phonetic symbols maintenance on the CAI was litter better than study of TTM. 5. The generalization effects on the Chinese phonetic symbols for an elementary school student with mild intellectual disabilities is all effective in both CAI and TTM. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。