點字觸覺繪本教學方案提升國小盲生寫作能力之行動研究

Action Research on Braille Tactile Picture Book Teaching Program to Enhance the Writing Ability of an Elementary Student with Visual Impairment

盲生的學習管道除聽覺外，即以觸覺為主。觸覺的學習，能讓盲生駐足長留，反覆摸索，印象深刻。然以點字為讀寫媒介的盲生寫作教學，極具挑戰性，如何提供盲生一個適切的教學方案，以提升其寫作能力，乃視障教育的重要議題。有鑑於此，本研究目的在發展點字觸覺繪本教學方案，並探討研究參與者盲生（小佑）寫作能力的變化情形。本研究採協同行動研究，透過教學討論、參與觀察、訪談、寫作檔案、師生言談語錄等資料，蒐集探討點字觸覺繪本教學方案，提升小佑寫作能力之成效。根據研究結果，獲致以下結論，包含：一、點字觸覺繪本教學方案可供視障教育寫作教學之參考；二、教師的提問技巧有助於小佑寫作思維的建構；三、小佑的寫作表現，在總詞彙數、相異詞彙數、相異詞出現率、平均句長方面逐漸遞升增長，標點符號的使用，從無到有，臻至善用；四、點字觸覺繪本教學方案深受小佑的喜愛與肯定。並提出研究建議：一、應儘早培養盲童精熟點字摸讀與讀寫能力，多提供體驗的機會，做完整的解說與引導思考，建立應有的詞彙概念。二、選擇適合盲童身心靈發展階段的繪本，並考量盲童成長環境的條件，作為選擇與製作觸覺繪本之依據。三、宜向下扎根，提早以學前盲童為研究對象，探討如何將點字觸覺繪本教學技巧應用於年幼盲童之教學。 Purpose: Tactile learning is the main learning approach for students with visual impairment, apart from hearing. Tactile learning allows students with visual impairment to repeat the study material as often as they desire, which ensures that the learned knowledge is deeply embedded in the students' memory. However, it is extremely challenging to teach students with visual impairment to read and write using braille as the exclusive medium. A critical issue in the education of students with visual impairment is devising an approach to provide a suitable teaching program to improve their writing skills. This study used braille tactile picture books to develop an instructional program for a female elementary school student with visual impairment, namely Yusuke, and explored the effectiveness of the teaching program on the student's writing skills. Methods: This study applied a collaborative action research methodology. Data were collected from teacher discussions, participant observation, interviews, writing file assessments, and teacher–student conversations to determine the effectiveness of the teaching program on Yusuke's writing skills. Results/Findings: The braille tactile picture book teaching method underwent several adjustments, and the final version met the unique needs of the participant in the writing course. The teacher's questioning skills influenced the participant's style and response content, which in turn affected her thinking in writing structure and construction. The participant's writing performance, measured by the number of total words, different words, type token ratio, and mean length of utterances, demonstrated a gradual increase. Furthermore, the participant's writing components were more complete and her use of punctuation improved when compared with her previous performance. The participant was highly satisfied with the program and enjoyed the classes considerably. Conclusions/ Implication: First, the braille tactile picture book program is a promising writing course teaching model for people with visual impairment. Second, the teacher's questioning skills had a significant effect on the participant's writing ability. Third, the braille tactile picture book teaching program motivated and improved the participant's writing performance. Finally, the participant exhibited a strong positive reaction toward this program. Suggestions: Children with visual impairment should learn to read and write in braille as early as possible in order to enrich themselves by gaining exposure to different opportunities and establishing the concept of vocabulary. Furthermore, during the selection of suitable picture books, the physical and mental age of the concerned children with visual impairment should be considered, along with the conditions of their living environment. Finally, more research is required to determine suitable techniques for applying the braille picture book program for preschoolers with visual impairment.