臺灣博碩士論文加值系統

本研究旨在探討電腦情境式模擬溝通教學對國小重度多重障礙兒童口語溝通能力的效果。本研究採用單一受試法的跨情境多試探設計。研究對象為二位台中市某國小四年級特教班重度多重障礙兒童，自變項為電腦情境式模擬溝通教學，依變項為受測者的口語溝通能力，即受測在「實用數學課」、「下課」、及「休閒教育課」三個情境中的口語溝通百分比。
教學材料係研究者自編的電腦模擬軟體，以平板電腦作為執行平台。軟體的內容是將受測者日常生活中的溝通實況，製作成數位影片，並編輯成具有情境提示線索的多媒體互動版面。教材中共有三個單元，每個單元分別進行5次教學，並於真實情境中進行評量。將所收集的資料採用視覺分析法整理成分析摘要表。
兩名受測者在接受電腦情境式模擬溝通教學後，其研究結果如下：
一、實用數學課情境的口語溝通百分比有立即提升的效果，且具有維持效果。
二、下課情境的口語溝通百分比有立即提升的效果，且具有維持效果。
三、休閒教育課情境的口語溝通百分比有立即提升的效果，且具有維持效果。
本研究根據上述的結果，研究過程的發現，分別就教學及未來研究提出建議。

The purpose of this study was to investigate the effects of communica¬tion instruction through computer-based situational simulation on the verbal communication abilities of elementary children with severe multiple dis¬abilities. A single-subject multiple probe across conditions design was em¬ployed in the study. The two participants with severe multiple disabilities were placed in a self-contained special education class of an elemen¬tary school in Taichung city. The independent variable was communication in¬struction through computer-based situational simulation. The dependent variable was the verbal communication ability of the participants, which refers to their verbal communication rate in the following three condi¬tions: the mathematics class, the break time, and the “recreation class”.
The instructional simulation software was designed by researcher and executed on a tablet-PC. The content of the simulation software was interactive overlays with live video clips compiled from the participants’ everyday-living communication situations, where situation cues were provided. There were three units in the instruction, and each unit was taught five times. The participants were evaluated in the real communication situations, and the evaluation data were analyzed by visual analysis.
The findings of the communication instruction through computer-based situational simulation on the communication ability of the two subjects were concluded as follow:
1. “The verbal communication rate” in the mathematics class condition showed immediate and sustain effects.
2. “The verbal communication rate” in the break time condition showed immediate and sustain effects.
3. “The verbal communication rate” in the recreation class condition showed immediate and sustain effects.
According to the aforementioned findings and application of this study, instruction guidance and further researches were recommended.

第一章 緒論 1
第一節　研究動機 1
第二節　研究目的與研究問題 6
第三節　名詞釋義 8
第二章 文獻探討 11
第一節 溝通之相關理論 11
第二節 多重障礙兒童的溝通發展 32
第三節 多重障礙兒童的溝通教學 43
第四節 電腦模擬與多媒體教學對重度障礙兒童溝通學習的幫助 55
第三章 研究設計與實施 62
第一節 研究設計 62
第二節 研究對象 80
第三節 研究工具 84
第四節 教學材料與教學單元設計 90
第五節 研究步驟 97
第六節 資料處理與分析 99
第四章 研究結果 107
第一節 數學課情境中口語溝通能力的分析 107
第二節 下課情境中口語溝通能力的分析 115
第三節 休閒教育課情境中口語溝通能力的分析 121
第四節 導師與家長訪談資料分析 127
第五節 綜合討論 131
第五章 研究結論與建議 136
第一節 結論 136
第二節 研究限制 139
第三節 建議 141
參考文獻 143
附錄 164
附錄一：口語溝通能力評量表—實用數學課 164
附錄二：口語溝通能力評量表—下課 165
附錄三：口語溝通能力評量表—休閒教育課 166
附錄四：教師訪談問卷大綱 167
附錄五：家長訪談問卷大綱 168
附錄六：受測甲各階段資料點 169
附錄七：受測乙各階段資料點 170
附錄八：家長同意書 171

表 次
表2-1 兒童語言能力與認知發展 23
表3-1 基線的資料收集時間表 63
表3-2 處理期的實驗介入時間表 64
表3-3 處理期的資料收集時間表 64
表3-4 維持期的資料收集時間表 66
表3-5 受測者基本資料 80
表3-6 受測者溝通能力發展現況摘要 83
表3-7 研究程序中所使用的相關軟硬體設備規格表 88
表3-8 電腦情境式模擬溝通對話群組表 93
表3-9 評分者間一致性信度（口語溝通次數） 103
表3-10 評分者間一致性信度（評量者口語提問次數） 103
表4-1 受試甲數學情境口語溝通百分比之階段內、階段間分析
摘要表 109
表4-2 受試乙數學情境口語溝通百分比之階段內、階段間分析
摘要表 113
表4-3 受試甲下課情境口語溝通百分比之階段內、階段間分析
摘要表 116
表4-4 受試乙下課情境口語溝通百分比之階段內、階段間分析
摘要表 118
表4-5 受試甲休閒教育課情境口語溝通百分比之階段內、階段間
分析摘要表 122
表4-6 受試乙休閒教育情境口語溝通百分比之階段內、階段間
分析摘要表 124

圖 次
圖3-1 研究架構圖 62
圖3-2 受測甲口語溝通能力預測圖 67
圖3-3 受測乙口語溝通能力預測圖 68
圖3-4 自變項與依變項因果關係圖 69
圖3-5 教學實驗場所配置圖 74
圖3-6 實用數學課評量場所配置圖 77
圖3-7 休閒教育課課評量場所配置圖 78
圖3-8 下課評量場所配置圖 79
圖3-9 電腦情境式模擬溝通教學軟體腳本流程圖 86
圖3-10 電腦情境式模擬溝通教學軟體設計流程圖 87
圖3-11 版面架構圖 96
圖3-12 研究流程圖 98
圖4-1 受測甲口語溝通能力表現 108
圖4-2 受測乙口語溝通能力表現 112

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