利用電腦作答對上肢障礙學生在寫作成效之研究

Abstract

本研究旨在針對大學入學考試學科能力測驗國文科之作文寫作，採用紙筆與電腦的不同作答方式，分別探討一般高中生與重度上肢障礙學生的寫作成效之差異，並施以問卷調查，深入剖析一般高中生與重度上肢障礙學生對於寫作採用不同作答方式的看法。 本研究之實驗設計分為兩部分：第一部份以一般高中生為受試對象，第二部分則以一位重度上肢障礙學生為研究對象，先評估並提供電腦輔具的需求，再施以中文打字的訓練，經實施寫作的教學策略後，分別提供紙筆與電腦的作答方式，探討不同作答方式的寫作成效之差異。其後，完成寫作施測後，在不公布寫作的評量分數前提下，施以電腦態度與電腦寫作態度的問卷調查。最後，依據資料整理與分析，本研究之結果顯示： 一、本研究之重度上肢障礙個案經電腦輔具的評估與訓練後，其中打訓練成效顯著； 二、本研究之高程度中打學生採用紙筆寫作與電腦寫作，其寫作成效沒有顯著差異； 三、本研究之低程度中打學生採用紙筆寫作與電腦寫作，其電腦寫作成效顯著較差； 四、本研究之重度上肢障礙個案透過電腦寫作，可以有效改善其寫作成效； 五、本研究之高中生對電腦態度與電腦寫作態度均為積極正向，唯電腦信心略顯不足；

依據本研究之結果，提出本研究之建議，以供參考: 一、閱讀訓練與寫作教學同時並重； 二、辦理資訊活動，定期評鑑教學； 三、加強輔具宣導，落實輔具應用； 四、擴展人才培育，促進專業整合； 五、設置專責單位，提供考試服務；

The purpose of this study was to find out the effect on Chinese writing outcomes and attitudes of senior high school students, including 75 students without upper limbs impairments and a student with severe upper limbs impairments, writing with pens and computers separately while attending the college entrance examination in Taiwan.

Based on the data analyses, the findings of the study were summarized as following: 1.There was a significant difference in Chinese typewriting training of the student with severe upper limbs impairments by means of computer access assessment. 2.There was no significant difference toward Chinese compositions of the higher typewriting performance students to write with pens and computers respectively. 3.There was a significant difference toward Chinese compositions of the lower typewriting performance students to write with pens and computers respectively. 4.The student with severe upper limbs impairments effectively improved her writing competence with a computer after Chinese typewriting training. 5.Senior high school students in this attitude toward Chinese computer writing were positive and optimistic, but their computer confidence was insufficient.

On the basis of the study findings, the suggestions were summarized as following: 1.Chinese teachers have to take it seriously on both reading training and writing instructions in order to help students comprehend the meanings of the titles in the exams. 2.Besides offering many computer activities, computer teachers have to evaluate their pedagogies and content of courses and improve students’ learning efficiency. 3.The educational authorities propagate assistive technology to make everyone understand and take advantage of computer access apparatus to meet special needs for individuals with upper limbs impairments. 4.It is significant to foster relative professionals and integrate different professional personnel into give service and meet special needs for individuals with disabilities. 5.It is extremely urgent to establish a special agency for people with disabilities to be responsible for supplying exam service measure.