運用行動載具於聽覺障礙中學生學習地理閱讀之行動研究

Abstract

本研究旨在瞭解如何運用平板電腦在聽覺障中學生學習地理閱讀，採行動研究的方式，進行一學年33堂的教學課程，探討平板融入課堂的教學發展歷程、學生表現，透過教師在教學行動所獲得的省思，提出運用平板於聽覺障礙學生學習的建議。本研究之發現與結論如下： 一、運用平板於地理閱讀課的教學樣貌： (一)運用平板於地理閱讀課中，教師與學生都歷經了衝撞、調適與共處以及與學習對話等三個階段。 1.衝撞階段：師生使用平板感到挫折，逐漸減少平板使用。 2.調適與共處階段：教師調整教學，學生從拒絕到接受平板。 3.與學習對話階段：教師從學生作品中引導學生學習，學生也從教師引導、觀察同儕作品中修正自己的概念。 (二)運用平板於地理閱讀課的困難主要包含有教學前需考量數位環境與選用軟體問題、平板操作問題及引導學生學習、教學理念的衝突與調整，教師透過實踐較能掌握科技教學、閱讀策略與地理學科教學知識的結合，逐漸運用平板特性融入教學設計。 二、運用平板於地理閱讀課的學生學習表現： (一)課後評量結果：從評量結果中可發現學生答對率有提升，不過個別學生的學習成長有異。 (二)學生使用平板學習之成果：個別學生使用平板學習的速度並不一致，不過從學生的作品中可以看到學生逐漸進步，也可以從視覺化作品中看到聽障學生對主題概念的建立。 最後，本研究基於研究發現與討論，對教師、行政、未來研究提出相關建議與限制，提供運用行動載具於聽障學生地理科教學之參考。

This study aimed to understand how to use the tablet PCs in geography reading class for middle school students with hearing impairment by action research. The courses were for thirty-three sessions within an academic year. The purpose was to explore the development of the curriculum by using tablet PCs, the performance of students, and suggestions to use tablet PCs for the hearing impaired students to learn through the teacher’s reflection during teaching action. The findings and conclusion were as followed. I. The use tablet PCs in the geography reading class was concluded as the following: (1) Teachers and students had experienced three stages to use the tablet PC: collision, adaptation and coexistence, and interaction within learning process. In the first stage, both students and teacher felt frustrated by using tablet PCs, then the teacher reduce to use of tablet PCs. In the second stage, the teacher adjusted instruction with tablet PCs, then students gradually accepted the tablet PCs during learning. In the last stage, the teacher guided students to adjust the learning by peer’s sharing the perforamce with tablet PC’s. (2) The problems of using tablet PCs in geography reading class were that teacher should arrange a good digital environment, and choose app for reading strategy, and using tablet PCs, and teaching by tablet PCs, and the conflict of teaching ideas. During the process of teaching action, the teacher learned to combine technology knowledge with content reading strategy and geography content padogology through the practice. II. The students’ learning performance by using tablet PCs in the geography reading class was found as following: (1) The students’ response rate improved in the post-testing, but the individual students’ improvement varied. (2) The students’ learning speed was not consistent between learning technology operation and using tablet PCs to learn geography reading. Additionally, the students were gradually progressive in conceptual composition which was known by students’ visualizind text. Based on the above mentioned results, the author made suggestions with using tablet PCs in class for teachers, administration staff, and future studies.