研究生: |
林雲龍 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 A Study on the Stimulus Fading Oriented Word-recognition Learning System for Pupils with Moderate Mental Retardation |
指導教授: |
李天佑
Lee, Tien-Yu |
學位類別: |
碩士 Master |
系所名稱: |
資訊教育研究所 Graduate Institute of Information and Computer Education |
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 |
英文關鍵詞: | stimulus fading strategy, mental retardation, computer-assisted learning, teaching agent |
論文種類: | 學術論文 |
相關次數: | 點閱:253 下載:26 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
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.
朱則剛(民83):建構主義知識論與情境認知的迷思─兼論其對認知心理學的意義。教學科技與媒體,13期,1-14。
李天佑、陳明聰、林雲龍、李淑君(民 90):適性網頁對智能障礙學生學習成效之影響。2001年台灣區網際網路研討會論文集,115-160。
杜正治譯(民83):單一受試研究法。台北:心理。
何華國(民89):特殊兒童心理與教育。台北:五南。
周台傑、黃雪慧(民80):圖片與心像對國中智能不足學生語句記憶效果之研究。特殊教育研究學刊,7期,149-163。
邱貴發(民85):情境學習理念與電腦輔助學習—學習社群理念探討。台北:師大書苑。
林雲龍、李天佑(民90):利用教學代理人機制設計適性教學網頁。第五屆全球華人學習科技研討會暨第十屆國際電腦輔助教學研討會論文集,11-18。
林瓊如(民89):網路學習環境中的學習助理之設計與應用研究。國立台南師範學院資訊教育研究所碩士論文。
林瓊如、林奇賢(民89):網路學習助理之設計與應用研究。2000年台灣區網際網路研討會論文,272-278 。
林淑貞 (民79):圖畫心像策略對國中輕度智能不足學生記憶文章內容效果之研究。國立彰化師範大學特殊教育學系碩士論文。
洪榮昭(民84):電腦輔助教學的設計原理與應用。台北:師大書苑。
洪若和(民78):淺析電腦輔助教學。國教之聲,22期,3,39-49。
陳守仁(民82):電腦輔助教學在啟智教育上之應用。台灣教育,505期,48-50。
教育部(民86):國民教育階段啟智學校(班)課程綱要。台北:教育部。
教育部(民88):身心障礙及資賦優異學生鑑定原則鑑定基準。台北:教育部。
教育部(民89):國民中小學九年一貫課程暫行綱要。台北:教育部。
陳明溥、莊良寶(民88):全球資訊網學習環境中學習活動型態與學習成效之探討。發表於1999年台灣區網際網路研討會論文,國立中山大學,高雄,臺灣。
陳明溥、顏榮泉(民88):網路化問題導向學習系統建構模式之研究。發表於第八屆電腦輔助教學國際研討會論文,私立逢甲大學,台中,臺灣。
陳明聰、李天佑、王華沛、楊國屏(民89):應用電腦輔具結合刺激褪除策略教導國小中重度智能障礙學生識字之研究,發表於2000國際電腦輔助教學研討會論文,台北,臺灣。
陳俊隆(民89):一個多代理人為基礎之智慧型教學代理人。私立逢甲大學資訊工程學系碩士論文。
張春興(民80):現代心理學。台北:東華。
黃富廷(民89):影響智障學生電腦輔助學習成效之因素探討。國立台灣師範大學特殊教育學系博士論文。
徐新逸(民84):CAI多媒體教學軟體之開發模式。教育資料與圖書館學,33期,68-78。
梁仁楷、陳德懷(民87):LISA整合式社會型態學習環境,發表於第八屆電腦輔助教學國際研討會論文,私立逢甲大學,台中,臺灣。
楊元享(民70):智能不足兒童國語文能力之診斷與補求教學,智能不足兒童教學叢書。國立台北師範學院。
楊家興(民82):超媒體─一個新的學習工具。教學科技與媒體,12期,28-39。
楊淑晴(民88):營建一個建構式取向的超媒體學習環境。資訊與教育雜誌,76期,3-13。
蔡振昆(民90):傳統教學與網路教學之比較─從教學媒體、班級經營及教學評量來探討。國立中山大學資訊管理研究所碩士論文。
劉明洲、陳龍川(民87):教學網頁的系統性發展。發表於1998年台灣區網際網路討會論文,國立中山大學,高雄,臺灣。
顏榮泉(民85):全球資訊網在教學與學習上之應用探討。教學科技與媒體,25期,33-41。
羅秀芬(民74):電腦輔助教學。台北:五南。
蘇婉容(民82):兩種刺激褪減方式對國小中度智能不足學生學習實用性詞彚之研究。國立彰化師範大學特殊教育研究所碩士論文。
Adams, E.S., Carswell, L., Hall, P., Kumar, A., Meyer, J., Ellis, A., & Motil, J. (1996). Interactive multimedia pedagogies. Proceedings of the Conference on Integrating Technology into Computer Science Education, 182-191.
Alberto, P. A. & Troutman, A. C. (1999). Applied behavior analysis for teachers(5th). Englewood Cliffs, New Jersey: Prentice-hall, Inc.
Allen K. D., & Fugua, R. W.(1985). Eliminating selective stimulus control: A comparison of two procedures for teaching mentally retarded children to respond compound stimulus. Journal of Experimental Child Psychology, 39, 55-71.
Anglin, G. J.(1987). Effect of pictures on recall of written prose: How durable are picture effects? Educational Communication and Technology Journal, 35(1), 25-31.
Arntzen D.(1993). Audio in courseware: Design knowledge issues, Educational and Training Technology International,30(4), 354-366.
Beasley, R. E., & Waugh M.L. (1995). Cognitive mapping architectures and hypermedia disorientation: An empirical study. Journal of Educational Multimedia and Hypermedia, 4(2), 239-255.
Bloom, B. S. (1976). Human characteristics and school learning. N. Y.: McGraw- Hill.
Browning, P., White, W. A., Nave, G.., & Barkin, P. Z. (1986). Interactive video in the classroom: A field study. Education and Training in Mental Retardation, 21, 85-92.
Carbonell, J. R. (1970). AI in CAI: An artificial-intelligence approach to computer-assisted instruction. IEEE Transactions on Man-Machine Systems, 11( 4), 190-202.
Carmen, G. O., & Kosberg, B. (1982). Educational technology research: Computer technology and the education of emotional handicapped children. Educational Technology, 22, 26-30.
Cochran S. M. (1991). Word processing and writing in elementary classrooms: A critical review of related literature. Review of Educational Research, 61, 107-155.
Corey J. R. & Shamow, J. (1972). The effects of fading on the acquisition and retention of oral reading. Journal of Applied Behavior Analysis, 5 (3), 311-315.
Dowling, C. (November, 2000). Educational agents and social construction of knowledge: some issues and implications. Proceeding of the International Conference on Computer-Assisted Instruction 2000.
Egeland, B. (1975). Effects of errorless training of teaching children to discriminate letters of the alphabet. Journal of Applied Psychology, 60(4), 535- 536.
Egeland, B., & Winer, K. (1974). Teaching children to discriminate letters of the alphabet through errorless discrimination training. Journal of Reading Behavior, 6(2), 143- 150.
Ellson, D. G. (1986). Improving the productivity of teaching. Bloomington, IN: Phi Delta Kappa.
Gagne, R. (1977). The conditions of learning. New York: Holt, Rinehart and Winston.
Gagne, R.M., Briggs, L. J., & Wager, W. W. (1985). Principles of instructional design. Fort Worth: Harcourt Brace Jovanovich Publishers.
Hicks, B., & Hyde, D. (1973). Teaching about CAI. Journal of Teacher Education, 24, 120.
Horton, S.V., Lovitt, T. C., Givens, A., & Nelson, R. (1989). Teaching social studies to high school students with academic handicaps in a mainstream setting: Effects of a computerized study guide. Journal of Learning Disabilities, 22, 102-107.
Jackson, S. L., Krajcik, J., & Soloway, E. (1998). The design of guide learner-adaptable scaffolding in interactive learning environments. Proceedings of the Conference on Computer Human Interface 1998, 18 – 23.
Jonassen, D. H. (1988). Designing structured hypertext and structuring access to hypertext. Educational Technology, 28(11),13-16.
Khan, B. H. (1998). Web-based instruction (WBI): An introduction. Educational Media International, 35(2),63-71.
Koegel, R. L., & Rincover, A. (1976). Some detrimental effects of using extra stimuli to guide responding in autistic and normal children. Journal of Abnormal Child Psychology , 4(1), 59-71.
Koury, M. & Browder, D. (1986). The use of delay to teach sight words by peer tutors classified as moderately mentally retarded. Education and Training of the Mentally Retarded , 21(4), 252-258.
Krendl, K. A. & Broihier, M. (1992). Student responses to computers: A longitudinal study. Journal of Educational Computer Research, 8(2),215-227.
Lebow, D.(1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 4-16.
Levin, J. R. (1979). On functions of pictures in prose. (ERIC Document Reproduction Service No. ED 186847)
Lewis, R. B. (1993). Special education technology: Classroom applications. Pacific Grove, CA: Brooks/Cole.
Li T. Y. , Chen M.C., & Li S. C. (2001). The effects of picture fading and word enlarging techniques on a multimedia learning system for teaching Chinese word- recognition to pupils with multiple disabilities. Proceeding of the Conference on International Conference on Computer in Education 2001.
Marshall, A. D. & Hurley S. (1996). Interactive hypermedia courseware for the world wide web. Proceedings of the Conference on Integrating Technology into Computer Science Education 1996, 1- 5.
Mayer, R. E. & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.
Nielsen, J.(1998). Designing web site with authority: Secrets of an information architect. Indianapolis: New Riders Pubs.
Paivio, A. (1990). Mental representation : A dual coding approach. New York: Oxford University Press.
Petrie, C. J. (1996). Agent-based engineering, the web, and intelligence, IEEE Expert, Vol. 11, 6, 24-29.
Piaget, J. (1970). The science of education and psychology of the child. New York: Grossman.
Piaget, J. (1974). To understand is to invent. New York: Viking Press.
Pufpaff, L. A., Blischak, D. M., & Lloyd, L. L. (2000). Effects of modified orthography on the identification of printed words. American Journal on Mental Retardation, 105, 14-24.
Rickenberg, R. & Reeves, B. (2000). The effects of animated characters on anxiety, task performance, and evaluations of user interfaces. Proceedings of the Conference on Human Factors in Computing Systems 2000, 49 – 56
Rief, S.F. (1993). How to reach & teach ADD/ADHD children: Practical techniques, strategies, and interventions for helping children with attention problems and hyperactivity. West Nyack, NY: The Center for Applied Research in Education.
Rincover, A., & Ducharme, R.L. (1987). Variables influencing stimulus over selectivity and “Tunnel Vision” in developmentally delayed children. American Association on Mental Deficiency, 91(4), 422-430.
Royce, W.W. (1970). Managing the development of large software systems: concepts and techniques. Proceedings of IEEE WESTCON, Los Angeles, CA.
Salvia, J., & Hughes, C. (1990). Curriculum-based assessment testing: What is taught. New York: Macmillan.
Selker, T. (1994,July). Coach: A teaching agent that learns. Communication of the ACM, Vol. 37, 7, 92-99.
Shneiderman, B. (1995, ,January). Looking for the bright side of agents, ACM Interactions 2, 1, 13-15.
Skinner, B. F. (1968). The technology of teaching. New York:Appleton.
Stephen, M. A. & Stanley, R. T. (2000). Multimedia for learning: methods and development. Allyn & Bacon, Massachusetts.
Tomoko, K. & Toyohode, W. (2000). Agent-oriented support environment in web-based collaborative learning, Proceeding of the Conference on International Conference on Computer-Assisted Instruction 2000.
Tudge, J. & Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M. H. Thomas (Eds.) Interaction in Huaman Development, (17-40), Hillsdale.
Turban, E. & Aronson, J. E. (1998). Decision Support Systems and Intelligent Systems, Prentice Hall Inc.
Wolery, M., & Gast,D. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Children Special Education, 4(3), 52-77.