「行事曆系統」在盲聾生時間概念教學之行動研究

An Action Research Study on Teaching a Deaf-BlindStudent Time Concept by Utilizing a Calendar System

本研究是以「行事曆系統」為主要教學策略，採盲用筆記型電腦為溝通互動輔具，並佈置實物教學材料於行事曆箱中，於溝通互動情境，教導盲聾生時間概念詞彙。研究目的為探討盲聾生學習時間概念之表現情形，以及教師使用「行事曆系統」教學策略的心得與反思。研究參與者有二位，一位為明眼的惠明學校盲聾部特教教師，一位為11歲的先天盲聾學生。研究方法採行動研究法，分析師生溝通對話內容，瞭解「行事曆系統」教學策略之可行性。研究結果發現「行事曆系統」不僅有助盲聾生學習時間概念，人際互動的接觸範圍也擴大，對話表達之平均句長增加。同時也發現，在教導盲聾生操作電腦文書處理系統時，如果以行事曆系統的時間順序概念導入，盲聾生很容易理解電腦操作流程，學會電腦文書編輯的方法；甚至，在數學文字題的解題，因為用人物貼片的表徵方式說明題目，盲聾生更容易掌握題意，以完成解題的工作。

The aim of this study was to explore the effectiveness of using a calendar system in teaching time concept to a deaf-blind student and to report the teacher's feedbacks and reflections. The main participants were an 11-years-old deaf-blind student and a teacher from a private special school for deaf-blind students. The research tools used included a calendar system, including real teaching objects in the calendar box for time concept instruction, and a laptop computer designed for interaction and communication use. Research methodwas action research methology. Interactions between the teacher and student were analyzed to understand the accessibility of teaching strategies of the calendar system. Research finding was that the calendar system not only expanded the deaf-blind student's understanding of time concept, interpersonal interaction range, and expressive mean length of utterance (MLU), but also increased his understanding and executing of the computer word processing system. Furthermore, the study also found that it was easier for the deaf-blind student to understand the meaning of math questions and to answer the questions when the teacher used character/person sticks in presenting math questions.