臺灣博碩士論文加值系統

本研究旨在探討情境教學模式對國小智能障礙學生購物技能之學習效果，以單一受試跨受試多探試實驗設計進行教學研究，利用研究者設計之購物技能教學方案，並使用電子計算機和圖片提示卡之輔助設計以瞭解其學習效果。本研究之研究對象為國小啟智班三位智能障礙學生，共進行十一週每週三節課之實驗教學活動。
本研究收集學習評量表資料並製作資料表及繪成曲線圖，以視覺分析進行購物技能學習效果之分析。研究結果顯示情境教學模式對國小智能障礙學生之購物技能具有良好的立即學習效果。在學習類化效果方面，三位受試者均能將購物技能類化至未訓練過的商店情境及物品上，其中只有受試丙在「麵包店」購物情境的類化效果不佳。在學習保留效果方面，三位受試者在實驗教學結束後二週皆能將購物技能保留在相當理想的水準。本研究並分析受試學生購物技能學習行為表現及其影響因素，最後提出建議供教學與研究之參考。

The purpose of this study was to investigate effects of the purchasing skills for students with mental retardation in situated model instruction. A design of single-subject multiple probe across subjects was adopted. The programs was developed by the researcher. Three subjects were taught to use a calculator and picture prompts to make purchase in order to examine the effectiveness of the program. Three mental retardation students from the special class of an elementary school participated this study for eleven weeks and 3 programs a week.
The data analysis included assessment grades percentage. In order to examine the effects of treatment in visual analysis, the data processing were tabled and charted. The results of this study indicated that all three students reached criterion on purchasing skills. Except S3 in bakery store site, purchasing behaviors generalized from the training setting to three untrained community sites and from training examples to untrained items. In addition, the newly acquired skills maintained over two-week period during which instruction was not provided.
This study also analyzed the learning behavior of subjects and provide influences on subjects performances. Recommendations for teaching and future research were offered based on the results.

目　　次
第一章　緒論
　　第一節　研究背景與動機 1
　　第二節　研究目的與問題 3
　　第三節　名詞釋義 4
　　第四節　研究範圍與限制 6
第二章　文獻探討
　　第一節　情境學習理論 8
　　第二節　情境學習在教學上之相關研究及情境教學模式設計原則 22
　　第三節　智能障礙者購物技能的教學策略 30
　　第四節　智能障礙者錢幣及購物技能教學使用的方法與過程 36
　　第五節　智能障礙者購物技能教學之類化策略 42
　　第六節　智能障礙者購物技能教學之相關研究 46
第三章　研究方法
　　第一節　研究對象 53
　　第二節　研究設計 56
　　第三節　研究工具 64
　　第四節　研究步驟 71
　　第五節　教學設計 73
　　第六節　資料處理 80
第四章　結果與討論
　　第一節　購物技能學習效果之分析 84
　　第二節　購物技能學習行為表現分析 99
　　第三節　綜合討論 106
第五章　結論與建議
　　第一節　結論 112
　　第二節　建議 113
參考書目
　　中文部分 117
　　英文部分 121
附錄
　　附錄一　錢幣應用基礎能力檢檢表 128
　　附錄二　教學方案 130
　　附錄三　學習單 150

中文部分
王春展（1996）。情境學習理論及其在國小教育的應用。國教學報，8，53-71。
田耐青（1996）。認知學徒制及其對成人教育教學設計之啟示。臺北師院學報，9，1-18。
朱則剛（2000）。建構主義知識論與情境認知。載於教育傳播與科技。台北市：師大書苑。
何東墀、張慈蘭（1989）。中度智能不足者購物技能教學效果之研究。特殊教育學報，4，147-181。
何素華（1995）。國小智能不足兒童錢幣應用教學效果之研究。嘉義師院學報，9，561-598。
何素華（1997）。如何指導智障兒童認識及應用錢幣。發表於特殊教育專輯：特教叢書（一）。嘉義：國立嘉義師範學院特殊教育中心，27-62。
吳宗立（2000）。情境學習論在教學上的應用。人文及社會科教學通訊，11（3），157-164。
吳惠芬、鍾志從、盧明（2001）。自閉症幼兒學習數與金錢之效果探討。特殊教育季刊，81，1-10。
林麗娟（1997）。情境、學習與動機。視聽教育雙月刊，38（4），18-27。
邱貴發（1994）。電腦輔助學習的理念與發展方向。教學科技與媒體，2，15-22。
邱貴發（1996）。情境學習理念與電腦輔助學習─學習社群理念探討。台北市：師大書苑。
邱貴發、鍾邦友（1993）。情境學習理論與電腦輔助學習軟體設計。臺灣教育，510，23-29。
施郁芬、陳如琇（1996）。情境脈絡與學習遷移。教學科技與媒體，29，23-31。
洪榮昭、曾愛晶（1999）。培養創造性問題解決能力之教學策略探討。台灣教育，584，47-56。
范信賢（1999）。「學生生活經驗中心」的道德課程編寫與教學。國教學報，11，207-229。
徐新逸（1995a）。如何借重電腦科技來提昇問題解決的能力？──談「錨式情境教學法」之理論基礎與實例應用（上）。教學科技與媒體，20，25-30。
徐新逸（1995b）。如何借重電腦科技來提昇問題解決的能力？──談「錨式情境教學法」之理論基礎與實例應用（下）。教學科技與媒體，20，25-30。
徐新逸（1998）。情境學習對教學革新之回應。研習資訊，15（1），16-24。
特殊教育法施行細則（1998）。中華民國八十七年五月二十九日台（八七）參字第八七一○五七二六六號。
高熏芳（1996）。情境學習中教師角色之探討：共同調節師生模式之應用。教學科技與媒體，29，32-40。
張慈蘭（1991）。養護機構內中度智能不足者購物技能之教學。特教園丁，6（3），15-23。
教育部（1998）。身心障礙及資賦優異學生鑑定原則鑑定基準。台北：教育部。
教育部（1999）。國民教育階段智能障礙類特殊教育學校（班）課程綱要。台北：教育部。
梁朝雲（1997）。以全球資訊網為基礎的遠距學習環境──簡介LEAD前導計畫的研發現況。教學科技與媒體，34，28-41。
陳玉玲（1998）。論鄉土教育的理論基礎。國民教育研究學報，4，143-164。
陳品華（1997）。從認知觀點談情境學習與教學。教育資料與研究，15，53-59。
陳健文、李世忠（2000）。網路新課程軟體的設計與製作─以國小三年級自然科網路電腦教學軟體為例。教育資料與圖書館學，37（4），404-417。
陳添球（1997）。超媒式的師資培育課程統整架構之研究。花蓮師院學報，7，77-120。
陳嘉彌（1998）。自情境教學探討師徒式教育實習。教育研究資訊，6（5），21-41。
陳慧娟（1998）。情境學習理論的理想與現實。教育資料與研究，25，47-55。
陳麗華、林陳涌（1997）。情境模式的教學設計。科學教育月刊，198，2-12。
鈕文英（2002）。啟智教育課程與教學設計。高雄：國立高雄師範大學特殊教育中心，152-153。
黃國鴻（2000）。以專題製作為主的電腦化學習環境之比較研究：認知取向與情境取向。彰化：國立彰化師範大學科學教育研究所博士論文(未出版)。
楊家興（1995）。情境教學理論與超媒體學習環境。教學科技與媒體，22，40-48。
劉嘉榮（2000）。「錨式情境教學法」的理論基礎及其應用。教師之友，41（4），6-13。
蔡錫濤、楊美雪（1996）。情境式學習教學設計。教學科技與媒體，30，48-53。
鄭晉昌（1993a）。電腦輔助教學的新教學設計觀─認知學徒制。教育資料與圖書館學，31（1），55-66。
鄭晉昌（1993b）。自『情境學習』的認知觀點探討電腦輔助教學中教材內容的設計─從幾個學科教學系統談起。教學科技與媒體，12，3-14。
鄭婉敏（1999）。認知的學習理論的教學意涵及其對教學的啟示。臺中師院學報，13，57-72。
謝謹如（2002）。「屋裡青山跳出來」─談情境學習。教育研究(高師)，10，189-198。
鍾邦友（2000）。以情境學習為觀點的統整課程設計。北縣教育，30，32-37。
羅清水（1998）。認知心理學理論對電腦輔助教學設計發展與成效之影響。研習資訊，15（1），1-15。
外文部分
Bourbeau, P. E., Sowers, J. A., & Close, D. W.(1986). An experimental analysis of generalization of banking skills from classroom to bank settings in the community. Education and Training in Mental Retardation, 21, 98-107.
Browder, D. M., & Grasso, E. (1999).Teaching Money Skills to Individuals with Mental Retardation : A Research Review with Practical Applications. Remedial And Special Education, 20(5), 297-308.
Browder, D. M., & Snell, M. E., & Wildonger, B. (1988). Simulation and community-based instruction of vending machines with time delay. Education and Training in Mental Retardation, 23(3), 175-185.
Brown, J. S., & Duguid, P. (1996). Practice at the Periphery: A Reply to Steven Tripp. In H. McLellan(Ed.), Situated learning perspectives(pp.169-174). Englewood Cliffs, NJ: Educational Technology Publications.
Brown, J. S., & Duguid, P. (1996). Stolen knowledge. In H. McLellan(Ed.), Situated learning perspectives(pp.47-56). Englewood Cliffs, NJ: Educational Technology Publications.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
Clancey, W. J. (1993).Situated action: A neuropsychological interpretation response to Vera and Simon. Cognitive Science, 17, 87-116.
Clancey, W. J. (1997).Situated cognition: on human knowledge and computer representations. Cambridge: Cambridge University.
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2-10.
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and situated cognition revisited In H. McLellan(Ed.), Situated learning perspectives(pp.123-154). Englewood Cliffs, NJ: Educational Technology Publications.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Resnick, L. B. (Ed.), Knowing, learning, and instruction (pp. 283-305). Hillsdale, NJ: Erlbaum.
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: LEA.
Colyer, S. P., & Collins, B. C.(1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. The Journal of Special Education, 30, 305-318.
Cuvo, A. J., Davis, P. K., & Gluck, M. S.(1991). Cumlative and interspersal task sequencing in self-paced training for persons with mild handicaps. Mental Retardation, 29, 335-342.
Damarin, S. K. (1996). Schooling and Situated Knowledge: Travel or Tourism? In H. McLellan(Ed.), Situated learning perspectives(pp.77-88). Englewood Cliffs, NJ: Educational Technology Publications.
Denny, P. J., & Test, D. W.(1995). Using the One-More-Than technique to teach money counting to individuals with moderate mental retardation: A systematic replication. Education and Treatment of Children. 18(4), 422-432.
Frederick-Dugan, A., Test, D. W., &, Yarn, L. (1991). Acquisition and generalization of purchasing skills using a calculator by students who are mentally retarded. Education and Training in Mental Retardation, 26, 381-386.
Gardill, C. M., & Browder, D. M.(1995). Teaching stimulus classes to encourage independent purchasing by students with severe behavior disorders. Education and Training in Mental Retardation, 30(3), 254-264.
Gaule, K., Nietupski, J., & Certo, N. (1985). Teaching supermarket shopping skills using an adaptive shopping list. Education and Training of the Mentally Retarded, 20, 53-59.
Harley, S. (1993). Situated learning and classroom instruction. Educational Technology, 33(3), 46-51.
Hay, K. E. (1996). Legitimate Peripheral Participation, Instructionism, and Constructivism: Whose Situation Is It Anyway? In H. McLellan(Ed.), Situated learning perspectives(pp.89-100). Englewood Cliffs, NJ: Educational Technology Publications.
Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Educational Multimedia and Hypermedia, 8(4), 401-421.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
LaCampagne, J., & Cipani, E.(1987). Training adults with mental retardation to pay bill. Mental Retarded, 20, 53-59.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University.
Matson, J. L., & Long, S. (1986). Teaching computation/shopping skills to mentally retarded adults. American Journal of Mental Deficiency, 91, 98-101.
McDonnell, J., & Ferguson, B. (1989). A comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.
McLellan, H. (1993). Evaluation in a situated learning environment. Educational Technology, 33(3), 39-45.
McLellan, H. (1996). Epilog: Situated Learning :in the Context of Paradigms of Knowledge and Instruction. In H. McLellan(Ed.), Situated learning perspectives(pp.279-284). Englewood Cliffs, NJ: Educational Technology Publications.
McLellan, H. (1996). Evaluation in a Situated Learning Environment. In H. McLellan(Ed.), Situated learning perspectives(pp.101-112). Englewood Cliffs, NJ: Educational Technology Publications.
McLellan, H. (1996). Situated learning : Multiple perspectives. In H. McLellan(Ed.), Situated learning perspectives(pp.5-17). Englewood Cliffs, NJ: Educational Technology Publications.
Morse, T. E., & Schuster, J. W.(1996). Grocery shopping skills for persons with moderate to profound intellectual disabilities: A review of the literature. Education & Treatment of Children, 19(4), 487-517.
Nietupski, J., Clancy, P., & Christiansen, C.(1984). Acquisition, maintenance, and generalization of vending machine skills by moderately handicapped students. Education and Training in Mental Retardation, 3, 91-96.
Nietupski, J., Welch, J., & Wacker, D. (1983). Acquisition, maintenance, and transfer of grocery item purchasing skills by moderately and severely handicapped students. Education and Training of the Mentally Retarded, 18, 279-286.
Romer, T. A.(2002). Situated Learning and Assessment. Assessment & Evaluation in Higher Education, 27(3), 233-241.
Sandknop, P. A., Schuster, J. W., Wolery, M., & Cross, D. P. (1992). The use of an adaptive device to teach students with moderate mental retardation to select lower priced grocery items. Education and Training in Mental Retardation, 27(3), 219-229.
Schlager, M. S., Poirier, C., & Means, B.M.(1996). Mentors in the Classroom: Bringing the World Outside in. In H. McLellan(Ed.), Situated learning perspectives(pp.243-262). Englewood Cliffs, NJ: Educational Technology Publications.
Schlein, S. J., Certo, N. J., & Muccino, A. (1984). Acquisition of leisure skills by a severely handicapped adolescent: A data-based instructional program. Education and Training of the Mentally Retarded, 19(4), 29-305.
Schloss, P., Kobza, S., & Alper, S. (1997). The use of peer tutoring for the acquisition of functional math skills among students with moderate retardation. Education and Treatment of Children, 20(2), 189-208.
Shafer, M. S., Inge, K. J., & Hill, J. (1986). Acquisition, generalization, and maintenance of automated banking skills. Education and Training in Mental Retardation, 21(4), 265-272.
Streibel, M. J.(1996). Misattributions About Situated Learning. In H. McLellan(Ed.), Situated learning perspectives(pp.183-188). Englewood Cliffs, NJ: Educational Technology Publications.
Streibel, M. J.(1996). Queries about computer education and situated critical pedagogy. In H. McLellan(Ed.), Situated learning perspectives(pp.66-75). Englewood Cliffs, NJ: Educational Technology Publications.
Suchman, L. A.(1987). Plans and Situated Action: The Problem of Human-Machine Communication. New York: Cambridge University Press.
Taylor, I., & O’Reilly, M. F.(2000). Generalization of Supermarket Sh0pping Skills for Individuals With Mild Intellectual Disabilities Using Stimulus Equivalence Training. Psychological Record, 50(1), 49-62.
Test, D. W., Howell, A., Burkhart, K., & Beroth, T. (1993). The one-more-than technique as a strategy for counting money for individuals with moderate mental retardation. Education and Training in Mental Retardation, 28(3), 232-241.
Tripp, S. D. (1993). Theories, traditions, and situated learning. Educational Technology, 33, 71-77.
Westling, D. L., Floyd, J., & Carr, D. (1990). Effect of single setting versus multiple setting training on learning to shop in a department store. American Journal on Mental Retardation, 94, 616-624.
Winn, W. (1993). Instructional design and situated learning: Paradox or partnership. Educational Technology, 33(3), 16-21.
Winn, W. (1996). Epilog: Situated Learning :in the Context of Paradigms of Knowledge and Instruction. In H. McLellan(Ed.), Situated learning perspectives(pp.175-182). Englewood Cliffs, NJ: Educational Technology Publications.