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研究生:劉麗琴
研究生(外文):Li-Chin Lin
論文名稱:在國小融合式班級中實施概念構圖教學以植入人工電子耳的聽障生為個案之研究
論文名稱(外文):A case study of concept mapping in teaching in inclusive class of elementary school-Student with hearing impairment embedding cochlear implant was selected as an experimental subject
指導教授:傅秀媚傅秀媚引用關係
指導教授(外文):Shiou-mei Fu
學位類別:碩士
校院名稱:臺中師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:234
中文關鍵詞:人工電子耳融合教育概念構圖閱讀理解合作學習
外文關鍵詞:cochlear implantinclusive educationconcept mappingreading comprehensioncooperative learning
相關次數:
  • 被引用被引用:29
  • 點閱點閱:646
  • 評分評分:
  • 下載下載:159
  • 收藏至我的研究室書目清單書目收藏:13
本研究採取行動研究的方式,在國小融合式班級中,將概念構圖融入國語科教學,並以一位植入人工電子耳的聽覺障礙學生為個案進行研究。本研究旨在了解植入人工電子耳的聽覺障礙學生在學業的學習過程中,面臨哪些困難及其反應;接受概念構圖教學策略後,聽覺障礙學生的接受態度;概念構圖教學對聽覺障礙學生的閱讀理解能力之促進效果、學習遷移的情形以及行動研究過程中,教學者的專業成長情形。
  研究者以教學者的身分,帶領已熟練合作學習的三十五位二年級學生,透過合作學習的方式繪製國語科課文的概念圖。本研究進行五個階段的教學循環,在研究過程中,研究者以參與觀察與教學日誌、訪談、問卷、閱讀理解測驗、文件資料等方式蒐集個案的相關資料。再就所蒐集資料進行整理、歸納與分析,輔以三角校正,並以每一階段教學循環的過程或結果,做為下一階段教學循環,改進教學設計的依據。
  本研究之主要發現如下:
一、植入人工電子耳的聽覺障礙學生在學業上面臨的學習困難與反應包括:上課時「與眾不同」,「這個」也忘記,「那個」也沒帶;凝神諦聽耗體力;察言觀色容易出糗;字彙的理解和應用能力不足遭挫折;志比天高卻怕考試。
二、植入人工電子耳的聽覺障礙學生能接受概念構圖教學策略,態度上的變化情形為:
「還好→喜歡→很簡單→沒感覺了→很好玩」。接受原因分析為:概念構圖符合聽障生的視覺優勢、教學者採取適當的教學策略。
三、概念構圖教學策略對植入人工電子耳的聽覺障礙學生之閱讀理解能力,有促進效果:因為透過概念圖的繪製和發表,證明聽覺障礙學生已理解課文;聽障生在「聽覺障礙學生的國語文能力測驗」中,閱讀理解測驗得分增加。
四、植入人工電子耳的聽覺障礙學生,透過概念構圖的教與學,產生遷移。例如:作文能力的提昇具體可見、發表能力增加、成就感獲得滿足、產生了自信心。
五、行動研究促進教學者的專業成長。研究者透過實際行動,與行動前的反省、行動中的反省、行動後的反省、為行動而反省的歷程,進行知識建構並獲得專業成長。
The purpose of this study was to explore concept mapping in Mandarin teaching in inclusive class of elementary school. Student with hearing impairment embedding cochlear implant was selected as an experimental subject. This study aimed to understand what difficulties the student with hearing impairment embedding cochlear implant might face and what his reactions would be. Besides, this study also tried to find out the attitude of the subject after accepting concept mapping, the effect of concept mapping on the subject’s reading comprehension, the subject’s learning transfer and the process, as well as the professional growth of teacher.
The teacher lead thirty -five second-graders who practiced cooperative learning mapping the concept map of mandarin text. This study included 5-time cycles. Qualitative approaches with participant observation, interviews, reading comprehension tests, and document analyses were employed to collect data and served as further input for the following cycle to improve the instructional design.
The main findings of this study were as follows:
1. The student with hearing impairment embedding cochlear implant faced learning difficulties and his reactions included: ‘out of the ordinary’in class, forgetful; cost physical strength when he paid attention; fell into contempt easily; the ability of comprehension and application for words is not enough; having high ambition but fearing test.
2. The change of the student’s attitude with hearing impairment: ‘not bad→joyful→very simple→no sense→very funny’. The reason analyzed were concept mapping conform to visual advantage of the student with hearing and teacher use appropriate strategies.
3. Concept mapping encouraged reading comprehension ability of the student with hearing impairment. Through concept mapping, the student with hearing impairment already understood the text; the student’s achievement on reading comprehension test was generally improved after the concept mapping.
4. After teaching and learning of concept mapping, the student with hearing impairment embedding cochlear implant produced transfer of learning. For example, we could see composition ability raising, publish ability increasing, full of sense of achievement, and confidence in himself.
5.Action research promoted professional knowledge of the teacher. The research worker through taking actual action and reflection before taking action, reflection during taking action, reflection after taking action and reflection experience for taking action proceeded building knowledge and acquired professional growth.
目    次
第一章 緒 論 1
第一節 研究動機與目的 1
第二節 研究問題 5
第三節 名詞釋義 6
第二章 文獻探討 8
第一節 聽覺障礙的探討 8
第二節 聽覺障礙學生的教育安置 19
第三節 概念構圖教學策略的意涵 33
第四節 行動研究 48
第三章 研究方法 52
第一節 採用行動研究的理由 52
第二節 研究設計與流程 53
第三節 研究者和研究對象的背景 57
第四節 研究資料的蒐集與分析 60
第五節 研究的信度與效度 66
第四章 研究實施過程之發現與探討 69
第一節 第一階段教學循環     (概念構圖介紹活動) 69
第二節 第二階段教學循環     (概念圖改錯的教學) 96
第三節 第三階段教學循環     (概念圖填空的教學) 116
第四節 第四階段教學循環     (概念圖補充的教學) 132
第五節 第五階段教學循環     (建構概念圖的教學) 147
第五章 結論與建議 165
第一節 結論 165
第二節 建議 174
第三節 研究限制 182
參考文獻 183
附 錄 198
附錄一 轉錄符號系統 198
附錄二 概念構圖教學意見調查表 199
附錄三 概念構圖介紹活動設計 及學習單 200
附錄四 概念構圖教學活動設計 208
附錄五 國語課文內容概念圖 216
附錄六:日誌總整理 222
附錄七:文件編碼名稱與內容簡述 224
附錄八:概念構圖教學之觀察日誌 226
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1. 鍾素香(民89)。美國對「限制最少環境」理念的發展與實踐。國立中山大學社會科學季刊,2(1),143-153。
2. 錡寶香(民89)。聽覺障礙學生閱讀理解能力之分析。特殊教育學報,14,155-18。
3. 錡寶香(民85)。聽覺障礙學生的閱讀教學。特教園丁,11(4),6-10。
4. 劉殿楨(民88)。當助聽器不足時──人工電子耳。健康世界,157(277),6-8。
5. 蔡昆瀛(民89)。融合教育理念的剖析與省思。國教新知,47(1),50-57。
6. 蔡明富(民87)。融合教育及其對班級經營的啟示。特殊教育與復健學報,6,349-380。
7. 詹秀萍、王逸芝(民89)。語意圖法在學習障礙學生閱讀教學上的應用。國民教育,40(4),36-43。
8. 葉瓊華、詹文宏(民89)。概念構圖、自問自答及畫重點策略對國小閱讀障礙兒童閱讀理解能力及後設認知能力教學成效之研究。特殊教育學報,14,189-231。
9. 黃萬居(民82)。國小學生的概念構圖和自然科學學習成就之研究。臺北市立師範學院學報,24,47-64。
10. 黃俊傑(民90)。概念構圖訓練在閱讀教學上的應用。教師之友,42(1),26-36。
11. 曾榮華(民88)。淺談「教育基本法」。國教輔導,39,40-44。
12. 張蓓莉、蘇芳柳(民84)。教師配合聽覺障礙學生讀話需求之研究。特殊教育研究學刊,12,105-126。
13. 張蓓莉、蘇芳柳(民82)。回歸主流國小聽覺障礙學生讀話能力研究,特殊教育研究學刊,9,23-50。
14. 張蓓莉(民78)。聽障學生之語言能力研究。特殊教育研究學刊,5,165-204。
15. 張蓓莉(民76)。回歸主流聽覺障礙學生語文能力之研究。特殊教育研究學刊,3,119-134。