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研究生:吳傳仁
研究生(外文):Wu Chuan-jen
論文名稱:視訊教學遊戲系統對幼童感覺統合之影響
論文名稱(外文):The Influence of VIGS on Children's SI
指導教授:劉遠楨劉遠楨引用關係
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:自然科學教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:100
中文關鍵詞:感覺統合視動覺統合視訊教學遊戲教學
外文關鍵詞:sensory integrationvisual-motor integrationvideo teachinggame teaching
相關次數:
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本研究的目的在實作以視動覺統合為基礎的視訊教學遊戲系統,並探究其對幼童感覺統合的影響,以瞭解實施視訊教學遊戲系統對增進幼童感覺統合能力的可行性。
本研究採準實驗設計,以臺北市內湖區兩所國民小學附設幼稚園中的兩個班級共49名學童為樣本(實驗組25人,控制組24人)。實驗組施以視訊教學遊戲系統,控制組則施以一般教學。對「兒童感覺統合功能評量表」前測、後測及延宕後測成績進行單因子共變數量化分析,並輔以觀察者觀察紀錄、教學者教學札記及視訊教學遊戲系統滿意度調查表等資料,以瞭解幼童感覺統合的發展狀況。
研究結果與發現如下:
一、視訊教學遊戲系統教學對幼童感覺統合的實施成效:
(一)實驗組相較於控制組,在「感覺調適」、「感覺搜尋」、「情緒/行為反應」及「感覺統合」等四項能力之後測成績,達顯著差異。
(二)實驗組相較於控制組,在「姿勢動作」、「兩側整合動作順序」、「感覺區辨」及「注意力與活動量」等四項能力之後測成績,則未達顯著差異。
二、視訊教學遊戲系統教學對幼童感覺統合的實施持續成效:
(一)實驗組相較於控制組,在「姿勢動作」、「感覺調適」、「情緒/行為反應」及「感覺統合」等四項能力之延宕後測成績,達顯著差異。
(二)實驗組相較於控制組,在「兩側整合動作順序」、「感覺區辨」、「感覺搜尋」及「注意力與活動量」等四項能力之延宕後測成績,則未達顯著差異。
The purpose of this study was to design and implement a VMI-based video instructional game system (VIGS) , and investigate the influence of sensory integration (SI) on children to realize the possibility of using VIGS to improve SI abilities of children .
The study was conducted in a quasi-experimental research design .The subjects of the study were 49 students (25 students as the experiment group and 24 students as the control group ) from two kindergarten classes of two elementary schools in Taipei City. VIGS was applied in the experiment group while the general instructional model were treated in the control group .The analysis of covariance (ANCOVA) was used to analyze the data obtained from the results of pre-tests , post-tests and deferred tests on the “ Sensory Integration Function Assessment ”.The observational checklists and teacher’s teaching journals were employed in the study to realize children’s SI developmental conditions .
The results and findings could be summarized as follows:
1. The results of applying VIGS regarding children’s SI abilities:
(1)The results of the post-tests of Sensory Integration Function Assessment of sensory modulation , sensory seeking , emotional behavior and SI abilities between the experiment group and control group were significantly different.
(2)The results of the post-tests of Sensory Integration Function Assessment of postural movement , bilateral integration sequencing, sensory discrimination , and attention and activity level abilities between the experiment group and control group were not significantly different.
2. The lasting effect of applying VIGS regarding children’s SI abilities:
(1)The results of the deferred tests of Sensory Integration Function Assessment of postural movement , sensory modulation , emotional behavior and SI abilities between the experiment group and control group were significantly different.
(2)The results of the deferred tests of Sensory Integration Function Assessment of bilateral integration sequencing , sensory discrimination, sensory seeking , and attention and activity level abilities between the experiment group and control group were not significantly different.
目錄
中文摘要.............................................................i
英文摘要............................................................ii
目錄...............................................................iii
表次目錄.............................................................v
圖次目錄...........................................................vii
第一章 緒論 1
第一節 研究背景 1
第二節 研究目的與待答問題 2
第三節 研究範圍與限制 3
第四節 名詞釋義 3
第二章 文獻探討 5
第一節 視動覺統合與感覺統合 5
第二節 視訊式教學與感覺統合 15
第三節 遊戲式教學與感覺統合 20
第三章 研究方法 27
第一節 研究架構與研究設計 27
第二節 研究對象 32
第三節 研究工具 33
第四節 資料蒐集與分析 42
第四章 研究結果與討論 47
第一節 視訊教學遊戲系統教學前後感覺統合能力之分析 47
第二節 視訊教學遊戲系統教學延宕效果之分析 65
第五章 結論與建議 79
第一節 結論 79
第二節 建議 80
參考文獻 81
一、中文部分 81
二、英文部分 84
附錄 93
附錄一 視訊遊戲教學系統設備 93
附錄二 視訊遊戲教學活動照片 94
附錄三 兒童感覺統合功能評量表 95
附錄四 兒童感覺統合功能評量表使用同意書 96
附錄五 教學札記 97
附錄六 觀察紀錄 99

表目次
表3-1實驗組八週視訊教學遊戲系統實驗課程………………….………………………...29
表3-2準實驗不相等控制組設計………………………………….………………………...30
表3-3準實驗不相等控制組設計的內外在效度……………………………………………31
表3-4資料編碼對照表………………………………………………………………………43
表3-5資料蒐集與分析方法…………………………………………………………………44
表4-1控制組與實驗組感覺統合前測成績之t檢定摘要…………………….…………….47
表4-2感覺統合前後測成績之平均數與標準差……………………………….…………...49
表4-3不同組別姿勢動作能力迴歸斜率同質性考驗………………………………………50
表4-4不同組別姿勢動作能力詹森-內曼法摘要表………………………………………...50
表4-5兩側整合動作順序獨立樣本t檢定摘要表………………………………………......51
表4-6不同組別感覺區辨能力迴歸斜率同質性考驗….…………………………………...53
表4-7不同組別感覺區辨能力詹森-內曼法摘要表….……………………………………..53
表4-8不同組別感覺調適能力迴歸斜率同質性考驗….…………………………………...55
表4-9不同組別感覺調適能力詹森-內曼法摘要表….……………………………………..55
表4-10不同組別感覺搜尋能力迴歸斜率同質性考驗……………………………………..57
表4-11不同組別感覺搜尋能力詹森-內曼法摘要表….……………………………………57
表4-12不同組別注意力與活動量能力迴歸斜率同質性考驗.…...................59
表4-13不同組別注意力與活動量能力詹森-內曼法摘要表……...……………........59
表4-14不同組別情緒/行為反應能力迴歸斜率同質性考驗……….………………………61
表4-15不同組別情緒/行為反應能力詹森-內曼法摘要表…………..……………………..61
表4-16不同組別感覺統合能力迴歸斜率同質性考驗…………………………………......63
表4-17不同組別感覺統合反應能力詹森-內曼法摘要表…...….………………........63
表4-18感覺統合前測與延宕後測成績之平均數與標準差…………….………………….65
表4-19不同組別姿勢動作能力迴歸斜率同質性考驗……………….….……………..…..66
表4-20不同組別姿勢動作能力詹森-內曼法摘要表……..…………….…………………..66
表4-21兩側整合動作順序獨立樣本t檢定摘要表…………………………….…………...68
表4-22不同組別感覺區辨能力迴歸斜率同質性考驗……………………………………..68
表4-23不同組別感覺區辨能力詹森-內曼法摘要表…..………....………………......69
表4-24不同組別感覺調適能力迴歸斜率同質性考驗………………….……………….....69
表4-25不同組別感覺調適能力詹森-內曼法摘要表……………………………….…..…..70
表4-26不同組別感覺搜尋能力迴歸斜率同質性考驗…………..………………………....71
表4-27不同組別感覺搜尋能力共變數分析摘要表….…………..………………………...71
表4-28不同組別注意力與活動量能力迴歸斜率同質性考驗………..…….……………...72
表4-29不同組別注意力與活動量能力共變數分析摘要表………………..…….……..….73
表4-30不同組別情緒/行為反應能力迴歸斜率同質性考驗…….………………….…..….74
表4-31不同組別情緒/行為反應能力詹森-內曼法摘要表……………………….……..….74
表4-32不同組別感覺統合能力迴歸斜率同質性考驗…….………………………..…..….76
表4-33不同組別感覺統合反應能力詹森-內曼法摘要表………………………..……..….76

圖目次
圖2-1視動覺統合流程圖..................................................6
圖2-2感覺統合發展階段……………...........……………….……..………..…....9
圖2-3感覺統合理論架構模式..………………………………………….……..…………..11
圖2-4 Dale的經驗金字塔與Bruner的學習概念…...………………………..………...18
圖3-1研究架構…………………………………………………….………………..……....28
圖3-2視訊教學遊戲系統設計製作流程…………………..…………………………..…….36
圖3-3兒童感覺統合功能評量表七個分量表………………..…………………………..….40
圖3-4兒童感覺統合功能評量表評分結果意義………………..…………………………...41
圖3-5兒童感覺統合能力教學札記與觀察紀錄大綱……………....……………………….42
圖3-6三角檢測………………………………………………………....…………………….44
圖4-1不同組別感覺調適能力組內迴歸線的相交點及差異顯著點圖....………………….56
圖4-2不同組別感覺搜尋能力組內迴歸線的相交點及差異顯著點圖…....……………….58
圖4-3不同組別情緒/行為反應能力組內迴歸線的相交點及差異顯著點圖…...........62
圖4-4不同組別感覺統合能力組內迴歸線的相交點及差異顯著點圖………..………..….64
圖4-5不同組別姿勢動作能力組內迴歸線的相交點及差異顯著點圖…………..……..….67
圖4-6不同組別感覺調適能力組內迴歸線的相交點及差異顯著點圖……………..……...70
圖4-7不同組別情緒/行為反應能力組內迴歸線的相交點及差異顯著點圖………....……75
圖4-8不同組別感覺統合能力組內迴歸線的相交點及差異顯著點圖………………....….77
圖4-9量化分析結果……………………………………..………………..………………….78
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