電腦輔助教學應用方式對國小低成就兒童注音符號補救教學成效之探討

A Study on the Intervention of Chinese Phonetic Symbols by Applying CAI to the Low-Achievement Students in Elementary Schools

本研究研究者在思及適性教育乃教育理想之實現、電腦輔助教學之於特殊教育的應用非常具有潛力、電腦輔助教學應用方式之研究尚少有人嘗試、注音符號之精熟乃學習之起點等動機前提下，著手於從事探討電腦輔助教學應用方式的研究。研究目的：一、電腦輔助教學對於國小二年級低成就兒童的注音符號補救教學，學習效果的探討。二、電腦輔助教學與傳統教學，對於國小二年級低成就兒童的注音符號補救教學之學習效果，其影響情形的探討與比較。三、電腦輔助教學與傳統教學法之教學過程配合應用方式（CAI＋傳統教學、傳統教學＋CAI），對於國小二年級低成就兒童的注音符號補救教學學習效果的探討。四、國小二年級低成就兒童對於電腦輔助教學接受度的探討。研究方法：本研究採用實驗研究法，由新竹市東門國小二年級的學生中，根據年齡、性別、智力、前測成績等變項考量，挑選出48位學生（男生32位；女生16位）為本研究之研究樣本。研究分為四個實驗教學組：純電腦輔助教學組（CAI）、先實施電腦輔助教學後實施傳統教學組（CAI＋傳統教學）、先實施傳統教學後實施電腦輔助教學組（傳統教學＋CAI）、純傳統教學組（傳統教學），每組各有12位學生參與，男生8位、女生4位。此實驗教學共計兩個月，每組實驗教學八次，每次四十分鍾。研究結果：一、四種實驗教學對於低成就兒童的注音符號補救教學，學習效果都有顯著的進步。二、四種實驗教學對於低成就兒童的注音符號補救教學學習效果，沒有顯著差異。三、CAI＋傳統教學、傳統教學＋CAI兩個實驗教學模式，對於國小二年級低成就兒童的注音符號補救教學效果，沒有顯著差異。四、國小二年級低成就兒童，在實驗教學前和實驗教學後，對於電腦輔助教學的接受度，有顯著的正向改變。

Motivated by the thought of 'teachings according to individual needs', 'the potential of CAI in special education', 'the unexplored land of CAI', and 'proficient in chinese phonetic symbols is the beginning of learning', the author of the study focuses her research on exploring CAI approaches.The purposes of the present study are to: (1) investigate if there is a significant positive outcome of CAI to the low achievement second grade students in elementary schools; (2) explore if a positive effect of applying CAI to that group of students in control to those who are taught by the traditional method; (3) search into the interaction of two approcahes (CAI +traditional method, traditional method+CAI), which one has better positive effect; and (4) examine students' degree of acceptance.Forty-eight students participated in this study were selected by their age, grender, IQ, and pre-test scores. There are 32 male and 16 female second grade students from Tung-Men elementary school in Hsia-Chu city. Subjects are divided into four groups with 12 in each group (8 boys, 4 girls), the CAI group, the CAI to traditional approach group, the traditional to CAI approach group, and the traditional approach group. The experiment lasted for 2 months with 8 times of teaching and 40 minutes each time.The results revealed that: (1) there was a significant positive progress in learning effect; (2) there was no significant difference in learning effect between four groups; (3) there was no significant difference in learning effect between CAl+raditional method and traditional method + CAI; (4) there was a significant positive change for degree of acceptance.