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研究生:林雲龍
研究生(外文):Yun-Lung Lin
論文名稱:刺激褪除導向詞彙辨識學習系統對中度智能障礙學童學習成效之研究
論文名稱(外文):A Study on the Stimulus Fading Oriented Word-recognition Learning System for Pupils with Moderate Mental Retardation
指導教授:李天佑李天佑引用關係
指導教授(外文):Tien-Yu Li
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
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:92
中文關鍵詞:刺激褪除策略智能障礙電腦輔助學習教學代理人
外文關鍵詞:stimulus fading strategymental retardationcomputer-assisted learningteaching agent
相關次數:
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本研究旨在運用刺激褪除導向之電腦輔助學習系統來增進中度智能障礙學童詞彙辨識的學習,研究方法採用跨受試兼跨行為之多試探設計,研究對象是三位中度智能障礙學童,受試者分別接受四個目標詞彙的電腦輔助教學實驗,共進行十二週每週五次的教學活動,自變項是詞彙辨識學習系統,依變項為受試者的立即學習成效、學習保留及學習類化效果。實驗教學設計分三個階段,第一階段是基線期:評估受試者的起點行為,第二階段為介入期:進行電腦教學活動,並評量受試者的立即學習成效,第三階段為保留期:實施方式與基線期相同,瞭解受試者的學習保留與類化情形,所得的資料以視覺分析法加以分析。
本研究發現受試者在立即學習成效能達精熟水準時,其學習保留與類化則有良好的效果,根據教學實驗可獲得以下的結果:
一、刺激褪除策略有助於中度智能障礙學童的詞彙辨識學習。
二、電腦輔助學習系統的教學代理人機制,可提昇智能障礙學生的學習動機。
三、不同的刺激褪除策略對智能障礙學童學習成效之差異,有待進一步探討。
基於研究的結果與發現,本研究對電腦輔助智能障礙學童的詞彙學習,分別就教學應用、學習系統設計及未來研究提出數點建議,以供教學與後續研究之參考。
The purpose of this study is to find out the effect on the learning efficiency of moderate mental-retarded students receiving a training session of a word-recognition learning system, which applies the stimulus fading strategy. A multiple probes across conditions and subjects of single-subject design was adopted. Three elementary school pupils with moderate mental retardation participated in this study. The teaching experiment lasted for consecutive twelve weeks and it was conducted five times a week. The independent variable is word-recognition learning system. The dependent variable is the efficiency of the instruction.
The experimental design of this study contains three phases. In the baseline period, the subjects took a series of pretest to measure their ability of word-recognition. In the instruction period, the subjects received word-recognition instruction with picture fading, and then some tests were applied to find out its effects. In the maintenance period, the subjects’ learning maintenance and their behavior of assimilation were explored. The data collected were analyzed by using visual analysis method. It was found that positive learning efficiency was obvious as the subject reach the expertise on their instant learning outcome. Based on this study, major findings were:
1. Using stimulus fading strategies on word-recognition instruction can be an effective
teaching method for pupils with mental retardation.
2. The learning system embedded teaching agent can increase the students’ learning motivation.
3. The correlation between various stimulus fading strategies and the learning outcomes of mental retarded students need more evidence to be proved.
Some suggestions for the application of this design on teaching, the development of learning systems and future studies were made in this study.
目 錄
表目錄……………………………………………………………………………… IV
圖目錄……………………………………………………………………………… V
第一章 緒論………………………………………………………………………...1
第一節 研究背景與動機…………………………………………………….. 2
第二節 研究目的…………………………………………………………….. 3
第三節 研究範圍與限制…………………………………………………….. 3
第四節 名詞釋義……………………………………………………. ……… 4
第二章 文獻探討…………………………………………………………………...6
第一節 資訊科技與特殊教育……………………………………………….. 6
第二節 教學網頁之學習策略……………..………..………………………..10
第三節 學習系統設計………………………………………………………. 20
第四節 教學代理人之應用..……..…………………………………………. 26
第三章 學習系統設計……………………………………………………………32
第一節 系統發展……………………………………………………………. 32
第二節 系統架構……………………………………………………………. 35
第三節 教材內容與原理.…………………………………………………… 37
第四節 教學流程..................…………..………….………….……………... 45
第四章 研究方法與步驟…………………………………………………………46
第一節 研究架構……………………………………………………………. 46
第二節 研究對象………….………………………………………………… 47
第三節 研究設計………….………………………………………………… 50
第四節 實驗步驟………….………………………………………………… 53
第五節 資料處理與分析….………………………………………………… 57
第五章 結果與討論………………………………………………………………58
第一節 學習效果分析………………………………………………………. 58
第二節 學習效率分析…….………………………………………………… 67
第三節 綜合討論………….………………………………………………… 68
第六章 結論與建議………………………………………………………………71
第一節 研究結論……………………………………………………………. 71
第二節 建議…….…………………………………………………………… 74
參考文獻……………………………………………………………………………78
附錄…………………………………………………………………………………86
附錄一 家長同意書…………………………………………………………87
附錄二 學習系統之目標詞彙………………………………………………89
附錄三 準備期教學圖卡樣本………………………………………………90
附錄四 學習類化評量樣本…………………………………………………91
表目錄
表2-1 軟體中圖形與文字效果之比較……………………………………………… 8
表2-2 內在的學習需求與外在的教學事件…………………………………………17
表2-3 CD-Title與Web-Title之比較…………………………………………………23
表3-1 學習系統設計項目之內容說明………………………………………………33
表4-1 受試者基本資料………………………………………………………………49
表5-1 三位受試者在不同褪除階段的錯誤反應統計………………………………61
表5-2 受試A與受試B接受類化測驗之結果………………………………………64
表5-3 三位受試者在不同刺激褪除階段的練習節次………………………………68
圖目錄
圖2-1 外在教學活動的程序……………..………………………………………..11
圖2-2 「刺激在外」褪除策略…………..………………………………………..14
圖2-3 「刺激在內」褪除策略…………..………………………………………..15
圖2-4 教學網頁之發展階段……………..………………………………………..26
圖3-1 學習系統開發流程圖……………………………………………..………..32
圖3-2 學習系統運作圖………………………………………………………..…..34
圖3-3 學習系統架構圖……………………..……………………………………..36
圖3-4 教材內容架構圖…………………………..………………………………..37
圖3-5 學習系統刺激褪除設計………………..…………………………………..41
圖3-6 評量回饋設計…………………………………..…………………………..42
圖3-7 練習階段操作界面………………………………..………………………..43
圖3-8 評量階段操作界面…………………………………..……………………..44
圖3-9 使用者學習流程圖……………………………………..…………………..45
圖4-1 研究架構圖………………………………………………………..………..46
圖4-1 電腦語音與圖形辨識評估系統介面……………………………..………..48
圖4-3 教學實驗程序圖…………………………………………………..………..51
圖5-1三位受試者在基線期、處理期及維持期的評量曲線圖………………….60
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