聽覺障礙中學生運用平板學習地理閱讀之行動研究

林家楠; 洪儷瑜

doi:10.6172/BSE.202011_45(3).0004

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2024/01/01~2024/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P87 - 116

社会科学 > 教育学

DOI： 10.6172/BSE

书目管理工具

相关连结

问题回报

全文下载

听觉障碍中学生运用平板学习地理阅读之行动研究

Action Research on Using Tablet PCs in Geography Reading Class for Secondary School Students with Hearing Impairments

林家楠(Chia-Nan Lin) ；洪俪瑜(Li-Yu Hung)

特殊教育研究学刊； 45 卷 3 期 (2020 / 11 / 30) ， P87 - 116

繁体中文 DOI： 10.6172/BSE.202011_45(3).0004

平板；地理科；阅读理解策略；听觉障碍学生； geography ； reading comprehension strategies ； secondary students with hearing impairment ； tablet PC

0 个人觉得这篇文章赞

摘要 │ 参考文献 (48) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Purpose: This study considered the application of content reading strategies combined with tablet PCs to a geography reading class for secondary school students with hearing impairments to reduce the students' learning difficulties. An action research design was utilized to explore the possible barriers to encounter, the learning difficulties to emerge in the class of students with hearing impairments, and the successful coping strategies for this innovative learning condition. Methods: The geography reading class was designed and taught by the first author on the basis of the student needs and geography learning in middle schools. Ten students in grade 8-12 of a special school for students with hearing impairment were selected. Their levels of hearing impairment ranged from mild to severe, and their major communication mode varied from sign language to oral language and total communication with oral and sign language. The instruction consisted of thirty-three sessions within an academic year. Two researchers worked with four teachers in the school for validating the information of this study. Results/ Findings: Two stages were concluded in this study. In the early stage of the action, different concerns about using tablets were expressed between the administrative staff and researcher, which resulted in the problems of equipment management and checkout. At the beginning of the reading course, the researcher overestimated the student competences of using a tablet. Moreover, difficulties and complexities in integrating the tablets into geography reading for students with different levels of hearing impairment and communication modes emerged. Therefore, the researcher was exhausted by helping students with tablet operation problems during the class. Moreover, students were potentially unable to learn with a tablet because they could not comprehend the geography texts. When the instruction was far behind schedule, students were frustrated with using tablets, and reading comprehension was lacking, the researcher decided to reduce the use of tablets in class and change the using tablets for homework (which students were requested to do at home). However, students refused to use the tablets for the homework. Through reflections and adjustments of the researcher, the integration of pedagogical content knowledge and technological knowledge was tried in the second stage of the action. Considering student characteristics and competences, multiple visual cues were provided, so that students could use tablets as communication aids to discover misconceptions and to relearn. Due to an improved learning condition with more visual presentation when using tablets, students accepted the tablets and showed more competence and interest in using tablets for geographic reading. Conclusions/ Implications: To use tablets in geography reading for secondary students with hearing impairments, teachers must gradually introduce the use of tablets and integrate them into learning reading strategies step by step. Crucial factors include the integration of technology knowledge, pedagogy knowledge, and content knowledge. The teacher must provide appropriate communication assistance with visual cue during the use of tablet. Additional suggestions and limitations are expressed based on the current findings.

参考文献 ( 48 ) 〈TOP〉

王文科, Wen-Ke,王智弘, Chih-Hung(2010)。质的研究的信度和效度。彰化师大教育学报，17，29-50。
连结：
朱惠甄, Hui-Chen,孟瑛如, Yin-Ru(2014)。资讯科技融入特殊教育现况与趋势探讨。特教论坛，17，52-71。
连结：
张筱薇, Hsiao-Wei,孟瑛如, Ying-Ru(2014)。国小特殊教育教师平板电脑之运用现况与需求调查研究。特教论坛，17，72-93。
连结：
郭孟伦, Meng-Lun,杨叔卿, Shwu-Ching(2015)。挑选平板电脑应用程式以协助英语低成就学习者之研究。教育传播与科技研究，112，19-39。
连结：
蔡清田, Ching-Tien(2007)。课程行动研究的实践之道。课程与教学，10(3)，75-89。
连结：

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址