臺灣博碩士論文加值系統

由於使用筆於紙本上書寫順暢，本研究嘗試針對現有聽障教學的問題，發展以紙本為基礎的數位教室環境，同時兼顧電腦與紙筆的好處，並且提供四個模組：電子紙筆模組、學生狀態監控模組、形成性評量模組以及動畫解題模組，希望能減輕聽障生的學習負擔，進而提昇學習成效。本研究以國中三年級七名聽覺障礙學生為對象，在數學課的研究結果顯示有助於聽障生的課堂學習與課後複習，透過電子紙筆模組可以將學生書寫的軌跡紀錄下來並且傳至教師端電腦；經由學生狀態監控模組配合教室環境以及教師的教學方式可以改善聽障聽注意力不足的情形；形成性評量模組有助於教師與學生課堂的互動，教師對每位聽障生進行形成性評量時，若發現某些部分聽障生的觀念不是很清楚，即可針對不清楚的部份做進一步解釋；當聽障生對於題意不了解的時候，可以利用動畫解題模組增進對題意的理解程度。除此之外，本研究結合學生於課堂上書寫的筆跡以及教師針對每位聽障生進行評量的結果，將這些學習歷程列印成冊讓聽障生帶回家以便複習。而在接受度方面，聽障生皆對以紙本為基礎的數位教室環境表示肯定。

The main objective of this research is to overcome learning problems of hearing impaired students through paper-based digital classroom environment software. Paper-based digital classroom environment software not only provides advantages of the computer, it also keeps handwriting distinctiveness. It facilitates hearing impaired students with four main modules including electronic paper and pen module, student status control module, formative assessment module, and animation problem solving module to reduce learning obstacle and improve learning effect. Seven junior high school hearing impaired students were chosen as research subjects and assessed in mathematic course; the research outcome indicates paper-based digital classroom environment improves attention of hearing impaired students, enhance teacher and student interaction, and enrich student comprehension. Through digital paper and pen module, students may submit their handwriting track to teacher in real time. Student status control module combines with classroom environment and teaching method may improve attention of hearing impaired student. Formative assessment module enhance teacher and student interaction, once teacher noticing unclear concept from a student in formative assessment, teacher may further explain the topic to student in accordance. When hearing impaired students do not understand the problem, students may use animation problem solving module to increase their comprehension level. Besides these functions, this software combines with handwriting ability and assessment ability, we print both to hearing student. Teacher and subjects both confirmed the worth of digital classroom environment in deaf education.

書名頁 i
中文摘要 ii
英文摘要 iii
誌謝 v
目錄 vi
圖次 viii
表次 x
1. 緒論 1
1.1. 研究背景 1
1.2. 研究動機 3
1.3. 研究目標 4
1.4. 問題與對策 5
1.5. 論文架構 7
2. 文獻探討 8
2.1. 鷹架理論 8
2.2. 學習歷程檔案 9
2.3. 相關研究 9
3. 系統設計 11
3.1. 紙本為基礎的數位教室環境 11
3.2. 軟體功能與系統畫面 13
3.2.1電子紙筆模組 13
3.2.2學生狀態監控模組 15
3.2.3形成性評量模組 16
3.2.4動畫解題模組 19
3.3. 系統資源 20
4. 研究方法 22
4.1. 研究對象 22
4.2. 研究設計 23
4.2.1實驗一研究設計 23
4.2.2實驗二研究設計 25
4.2.3實驗三研究設計 26
4.3. 研究時程 33
4.3.1實驗一研究時程 33
4.3.2實驗二研究時程 34
4.3.3實驗三研究時程 34
4.4. 研究問題與量測數據 34
4.4.1實驗一研究問題與量測數據 35
4.4.2實驗二研究問題與量測數據 35
4.4.3實驗三研究問題與量測數據 35
5. 實驗結果與討論 37
5.1. 實驗一實驗結果與討論 37
5.1.1聽障生專注力之分析 38
5.1.2聽障生解題記錄分析 40
5.1.3學生問卷 44
5.2. 實驗二實驗結果與討論 45
5.3. 實驗三實驗結果與討論 47
5.3.1解文字題答對率 47
5.3.2四種類型文字題之分析 49
6. 結論與建議 53

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