聽覺障礙兒童在LOGO程式語言的平面幾何圖形解題表現之相關影響因素分析

Plane Geometry Problem Solving by Hearing Impaired Children and their Logo Computer Programming Experience

本研究透過LOGO程式語言的教學，探討聽障兒童平面幾何圖形解題表現的相關影響因素。針對五名國小高年級的聽障兒童進行為期十週，每週兩次的LOGO程式語言課程。採用質性研究的方式，將兒童解題時的電腦螢幕錄影資料進行原案分析，並蒐集教學過程中的晤談資料、觀察札記及兒童的學習單做為研究分析時三角校正之依據。研究結果主要發現如下：一、LOGO操作介面能避免語文因素對聽障兒童的負面影響。豐富的視覺回饋及挑戰性，能激發兒童主動學習的意願。而同儕間能透過經驗分享、模仿學習及互相指導、討論的互動方式激盪更多的想法。二、影響兒童解題表現的因素包括，先備知識是否充足並類化至新情境、是否能適當的使用解題策略、是否過分依賴視覺線索、對於重複句法的使用是否正確及是否妥善紀錄指令並隨時驗證。

The purpose of this study is to explore the problem-solving process of plane geometry of hearing impaired children in the LOGO program instruction. The study used qualitative research and collected the information and data of computer video tapes, transcribed and edited them into protocols. The main findings of this study were found as follows: 2. LOGO could offer more visual feedback to help hearing-impaired children to bridge the gap of spoken language and inspire students' learning initiative. In the activities, they could share or discuss newfound answer with others and enhance their problem solving ability in the interaction. 3. The relative factors in the problem-solving process included pre-requisite knowledge, problem-solving strategies, visual cues, syntactic-rule and manipulating skill.