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研究生: 陳威仲
Chen, Wei-Zhong
論文名稱: 數位化合作式情境本位之身心障礙學生社會互動能力提升方法研究
An eCollaborative Situation-based Method for Promoting Social Interaction Skills of Students with Disabilities
指導教授: 陳裕民
Chen, Yuh-Min
共同指導教授: 朱慧娟
Chu, Hui-Chuan
學位類別: 碩士
Master
系所名稱: 電機資訊學院 - 製造資訊與系統研究所
Institute of Manufacturing Information and Systems
論文出版年: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 138
中文關鍵詞: 特殊教育數位學習合作學習情境學習社會互動能力
外文關鍵詞: Special education, e-Learning, collaborative learning, situation-based learning, social skills
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  • 「帶好每一個學生」是世界各國重要的教育目標,特殊教育也因此受到重視。身心障礙學生普遍具有社會互動技能發展延遲與不足之現象,這也阻礙其發展有意義的社交關係,還可能會影響到學業、不懂得拒絕他人、焦慮、抑鬱,還有種種可能的心理疾病。協助身心障礙學生提升社會互動能力是重要的教育任務,在學界也有許多相關的研究,然都是在數位化、合作學習、情境學習及案例教學法中擇一或二之元素,尚無將這些方法整合起來的方法。
    本研究針對身心障礙學生,發展一個以情境學習與數位合作學習為基的社會互動能力提升模式,針對學生人際與互動上的問題,藉由人為觀察的社交行為資料,由系統找出學生較缺乏的社會互動能力,再給予教學案例影片讓學生融入情境並學習互動,藉此提升身心障礙學童之互動能力。同時,利用合作式系統化討論,讓學生與同儕討論對互動事件的看法,藉由溝通與意見交換,讓學生勇於表達意見,對教學的主題更加印象深刻,以提高學習效果。本研究依此模式開發合作式情境平台及實現技術,再透過實驗,驗證模式之有效性。
    實驗證明本研究所提之社會互動能力提升模式,能提升身心障礙學生對於互動行為上的認知,知其可為及不可為,且對他人感受產生同理心。在自身行為方面,則能夠有效改善學生在日常生活中的社會互動行為,提高產生「正向社會行為」的機會,並減少「負向社會行為」的發生,進而減少教師及家人的負擔。

    "Try to improve each student’s learning ability" is an important educational goal internationally. Hence, special education gets attention seriously. Many studies have shown that students with disabilities learn effectively in a virtual environment, so the learning methods of students with disabilities and their learning tools are gradually becoming more digitized. Students with physical and mental developmental or learning difficulties are differ from normal students, and generally lack some social skills. Such students cannot easily interact effectively with people, and this inability frequently inhibits their learning. Most e-learning materials do not exploit advantage of digitization, situation-based learning and collaborative learning. Therefore, the e-learning of students with disabilities not only requires the digitization of textbooks to enable that students can understand, but also helps students to help each other in overcoming their disadvantages by collaborative learning, improving their learning efficiency. Thus, these students will be better able to apply the social skills that they learn in everyday life, building better interpersonal relationships. This study concerns situation-based learning and collaborative learning; develops an e-learning model for students with disabilities to improve their social interaction skills, and establishes a eCollaborative Situation-based learning platform to confirm the effectiveness of the learning model. Finally, the effectiveness of learning is experimentally verified. This learning model is expected effectively to improve the willingness of students with disabilities to communicate, their social skills, and their empathy for others, while reducing the burden of work on their teachers.

    摘要 I 誌謝 VIII 目錄 IX 圖目錄 XII 表目錄 XIV 第一章、緒論 1 1.1背景 1 1.2動機 3 1.3研究目的 3 1.4問題分析 4 1.5研究項目與方法 4 1.6研究步驟 6 1.7論文架構 7 第二章、相關文獻與技術探討 8 2.1身心障礙學生 8 2.2社會互動技能 8 2.3合作學習 10 2.3.1合作學習之定義 10 2.3.2共同學習法 11 2.3.3數位合作學習 13 2.4虛擬情境學習 14 2.5案例教學法 16 2.5.1案例教學法之意涵 16 2.5.2案例教學法於數位學習之相關研究 17 2.6多準則決策方法 18 第三章、身心障礙學生提高社會互動能力模式設計 20 3.1身心障礙學生提高社會互動能力模式 20 3.2數位化情境式合作學習流程 23 3.3互動教學案例編碼設計 26 第四章、方法設計與技術開發 28 4.1互動教學案例選取方法設計 28 4.1.1 個人互動教學案例選取 28 4.1.2 小組互動教學案例選取 36 4.2系統化問題討論方法設計 38 第五章、平台開發與驗證 44 5.1身心障礙學生提高社會互動能力系統架構設計 44 5.1.1 系統架構與功能介紹 44 5.1.2 系統流程 46 5.2實作環境介紹與功能展示 48 5.2.1 實作環境 48 5.2.2 功能展示 48 5.3實例說明 53 5.3.1互動教學案例選取 53 5.3.2系統化問題討論 59 5.4實驗與分析 61 5.4.1實驗設計 61 5.4.2結果分析 65 第六章 結論與討論 124 6.1結論 124 6.2討論 125 6.3未來研究與方向 125 參考文獻 127 附錄一:社會行為觀察量表 133 附錄二:同理心量表 135 附錄三:行為分析觀察表 138

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