臺灣國中小點字教科書及其圖形製作之研究

Abstract

中文摘要 本研究旨在探討國中小點字教科書和圖形製作之研究，點字教科書源自一般書籍，因此點字教科書的品質應和一般書相同，只是文字和圖形呈現的方式不同。本研究以問卷調查法和質性訪談兩種方法探討點字教科書及圖形製作應以何種呈現方式利於視覺障礙學生摸讀與理解。 問卷調查方面以104學年度使用點字教科書的視覺障礙學生為問卷對象，全台灣共發80份問卷，回收76份，回收率95%。問卷調查內容以基本資料、點字教科書使用現況、點字教科書圖形使用現況、點字教科書製作品質四大向度，回收問卷採百分比統計方法分析。在質性訪談部分，則以「結構」式訪談大綱，先以問卷調查內容為基礎，分為點字教科書使用頻率和習慣及閱讀感受二大向度。共訪談19位，包括5位點字教科書製作單位的人員、8位北、中兩區視覺障礙學生、6位北和南視覺障礙教育教師、以及104學年度點字教科書12位諮詢教師，將他們檢視103和104學年度國中小點字教科書意見彙整，並逐一和12位諮詢教師訪談確認意見內容。經上述訪談對象所得結果，了解點字教科書中呈現方式的意見，並提出有利於視覺障礙學生摸讀的圖形。歸納研究結論如下: 1. 使用加工貼圖雖有利於視覺障礙學生的理解，但材質的區分要高，並 避免超過5種以上的材質。 2. 圖形製作內容應依據教學目標製作，以簡單明瞭為主。 3. 圖形宜符合原書且相同概念圖形或圖形與同單元文字宜在同一頁面。 4. 圖形呈現應有標題並應有點字頁碼。 5. 特殊點字記號(或該冊呈現的新符號)應呈現一覽表。 6. 無法呈現和原書相同的內容或有調整、或由審圖小組建議或調整處理 的圖、表、風景照、照片、漫畫、示意圖等等有所增刪調整都必須有 點譯者的註釋說明， 7. 點譯者的註釋不僅要標示圖形的頁碼也要標示原書的頁碼，便於視障 生了解補充說明在原書的哪一部分。 8. 任何問題的解答必須在問題之後呈現，而不是出現在附錄中。 9. 點譯者註釋和關鍵字的符號以及特殊符號必須在圖形的目次中交代清 楚。 10.原書呈現的是蝴蝶、蜜蜂或是糖果、麵包的計算，以及圖片內容

點字教科書須有一規範製作，因為有專書才有一測試的標準。如果測試是不能通過，出版商則必須思考如何進行下一步驟。如刪除不必要得圖形信息、太複雜的圖形必須分割幾個部分、重要訊息被刪除則需要有點譯者的說明。因此目前製作規則應須依實際需求調整與改進，以裨益於視障學生的閱讀，和提升點字教科書的製作品質。

Abstract This research is to investigate the making of middle and elementary Braille textbook and its graphics. Braille textbook originated from general book, thus the quality of the Braille textbook should be the same as the general book, with the exception of presentation of the words and graphics. This research utilizes two methods, questionnaire survey and qualitative interview, to investigate how to make the Braille textbook and its graphics to present them in ways that can be beneficial to the reading comprehension of students with visual impairment. In regard to the questionnaire survey, the students with visual impairment who have used Braille textbook during the Taiwan Year 104 academic year were the survey objects. Total 80 were distributed in Taiwan and 76 were returned, a return rate of 95%. Contents of the survey include basic info, Braille textbook current usage situation, Braille textbook graphics tactile current usage situation, and the 4 main qualities of Braille textbook production. The results of the returned surveys were calculated using percentage statistics. As for the qualitative interview, structured interview was utilized as the interview method. Questions were based on the contents of the survey, with Braille textbook usage frequency& habit and reading experience as the two main emphases. Total 19 were interviewed, include 5 Braille textbook production representatives, 8 students with visual impairment from north and middle region of Taiwan, and 6 teachers for the visually impaired from the north and south region. In addition, 12 teacher-advisors for the Braille textbook of the Year 104 academic year were individually interviewed to confirm their opinions on the inspection of the middle and elementary Braille textbook for the 103 and 104 academic year. As result from the above-mentioned interviewees, understanding the opinions on the presentation of the Braille textbooks, and provide suggestions for graphics that can benefit the reading of students with visual impairment. Summary of research conclusion below: 1.Texture picture benefits the comprehension of the students with visual impairment, however this requires many distinctly different type of material but avoid having more than 5. 2.Graphic content should focus on the teaching objective, simple is better. 3.Graphic should match the concept of the original text or the graphic and the related section should be on the same page. 4.Every graphic should include a title and Braille page number. 5.Special Braille symbols (or new symbols introduced in the text) should be presented together. 6.Pictures, graphs, photos, diagrams, etc. that cannot be presented in the same way as the original text or have been modified or modified based on the suggestions of the review team should include translator explanation. 7.Translator’s explanatory note not only need to reference the page number of the graphic but also the original text’s page number, so students with visual impairment can easily find where the original text the note is referencing. 8.Any answer to question should be presented after the question, not in the appendix. 9.Translator’s explanatory note, symbol for keyword, and special symbol should be clearly explained in the content of the graphic. 10.Original text presented butterfly, bee, or honey, number of bread, and comparison of graphics. Braille text may not need to have the same graphic but use other symbols as substitutes.

Production of Braille textbook should have a standard, so that there can be testing criteria .If the test cannot be passed, publisher must consider how to proceed to the next step. Whether to remove unnecessary graphic information, separate complex graphic into parts, or include translator explanation for important message that was removed. Therefore current production regulation should be modified and improved based on the actual demand, in order to benefit the reading of students with visual impairment, and raise the production quality of the Braille textbook.