歷年優秀論文獎助 > 2013優秀學位論文得獎名單 >李宜晉
| 研究生 | 李宜晉 |
| 研究生(外文) | I-chin Lee |
| 論文名稱 | 盲生數學教學經驗敘說 |
| 論文名稱(外文) | Persoal Narratives on Teaching Mathematics to a Congenital Blind Student |
| 指導教授 | 王亦榮、林慶仁 |
| 指導教授(外文) | Yi-Jung Wang、Ching-Jen Lin |
| 口試委員 | |
| 口試日期 | |
| 學位類別 | 碩士 |
| 校院名稱 | 國立臺南大學 |
| 系所名稱 | 特殊教育學系碩士班 |
| 論文出版年 | 2012 |
| 畢業學年度 | 100 |
| 語文別 | 中文 |
| 論文頁數 | 188 |
| 中文關鍵詞 | 經驗敘說、數學教學、盲生 |
| 外文關鍵詞 | narrative inquiry、teaching mathematic、blind student |
| 中文摘要 | 這是一篇以夾敘夾論的方式，敘說我教導自己全盲孩子-彥彥，從出生到國中數學學習的經驗故事。彥彥因早產兒視網膜病變造成全盲，只有些微的光覺，因而缺少了視覺方面的學習刺激。我以多感官、全方位的學習，配合實際操作、課前預習、歸納比較、口語說明等方法，克服學習上的困難。以盲用算盤進行整數、小數、分數的四則運算，以洞洞座標板協助座標、函數圖形的理解，以塑膠扣條、立體積木、展開圖瞭解平面及立體形體，以盲用繪圖工具完成尺規作圖，並改良短除法、多項式除法的點打，讓學習更為便利、更為簡單。也因專業能力的不足，前往臺南大學接受了視障師資訓練班及特教研究所的專業進修，並有機會到日本、美國參訪學習。 彥彥數學學習的這段期間，我發現了一些情形：計算工具的不便、製圖工具的不便、圖形摸讀的困難、圖形製作的繁雜、補充教材的缺乏、點字學習的困難、動手操作的缺乏、指導方法的不足、同儕互動的缺乏、評量時間的不足、無從比較的成績。但彥彥在運算能力及公式背誦方面的表現還差強人意，只是機械式的反應，逐漸讓我失去動力！ 盲生數學學習的道路崎嶇不平，荊棘滿布，還需要大家的努力與協助！ （一）給家長的建議：充實生活經驗、加強語文訓練、學習專業知能及協助課業預習。 （二）給普通班教師的建議：多些口語說明、增加實際操作、多元的學習及增加人力支援。 （三）給視障教育教師的建議：充實專業知能、建立有效的教學方法、整理點字記號規則及增加練習機會。 （四）給政府相關單位的建議：成立教材教具中心、成立視障人力資料庫、推廣珠算教學、建立盲生數學能力常模及合理訂定評量時間。 （五）給出版單位的建議：統一製圖之規範及提供電子檔供視障教育使用。 （六）給家長團體的建議：給予家長專業支持及辦理數學育樂活動。 |
| 外文摘要 | This article described the experience which I have during teaching Math to a blind child, Yen Yen from his birth to middle school. Yen Yen becomes almost blind because of Retinopathy of Prematurity; therefore, he lacks of visual stimulus when learning. I help him to overcome difficulties on learning by using multi-sense and well-rounded learning which are incorporated with real operation, preview, induction and comparison the related data, and oral explanation. Furthermore, some applicants are used while teaching such as abacus for the blind to perform the operation of integer、fraction and decimal fraction, coordinate plane for understanding graphing and function, solid brick for plane and three-dimension comprehension, drafting tools, and short division Polynomial division of Braille in order to simplify learning process. Because of the insufficiency of professional ability, I advance my knowledge by attending training class for teachers who will serve the visually impaired students and study graduate school of special education in the National University of Tainan, and get the chance to visit Japan and the United State. When Yen Yen learned Mathematics, the following situations are found during observation: Inconvenient of calculation and drafting tools, complicated graph, short of supplementary teaching materials, difficulties of Braille learning, lack of manually operation, teaching methods, interaction between other classmates, and the time of evaluation, and incommensurable score. The ability of calculation and formula recitation of Yen Yen is merely adequate; however, his mechanical reaction demotivate my teaching motivation The path of learning Mathematics for visually impaired students is rugged and rough; they need assistance and endeavor from everybody. (1) For parents: fulfill life experience、enhance language ability、learn professional knowledge、homework preview assistance. (2) For regular education teachers: more oral explanation and manual operation, multi-learning and support. (3) For counselors: fulfill professional knowledge、build effective teaching strategies, adjust and more practice. (4) For government agencies: establish teaching resource center and visual impaired human resources database, popularize abacus calculation, build normative of Math competence of visual impaired students, set up evaluation time. (5) For publisher: unify the principle of drafting, provide electronic database for teaching the blind. (6) For related groups: give parents professional assistance and conduct activities of Mathematics. |
| 連結 | 臺灣博碩士論文知識加值系統 |