歷年優秀論文獎助 > 2019優秀學位論文得獎名單 >王錦心
| 研究生 | 王錦心 |
| 研究生(外文) | WANG, CHIN-HSIN |
| 論文名稱 | 盲者的視域 ── 臺灣融合教育下視障生外語學習之探究 |
| 論文名稱(外文) | The Horizon of the Blind ─ Exploration of foreign languages learning for blind and visually impaired students in the frame of inclusive education in Taiwan |
| 指導教授 | 劉惠安 |
| 指導教授(外文) | LIU, HWEI-ANN |
| 口試委員 | 莊適瑜、徐安妮 |
| 口試日期 | 2019-02-22 |
| 學位類別 | 碩士 |
| 校院名稱 | 輔仁大學 |
| 系所名稱 | 德國語文學系碩士班 |
| 論文出版年 | 2019 |
| 畢業學年度 | 107 |
| 語文別 | 中文 |
| 論文頁數 | 174 |
| 中文關鍵詞 | 融合教育、紮根理論、視障生、視障巡迴輔導教師、外語學習 |
| 外文關鍵詞 | inclusive education、grounded theory、blind and visually impaired students、itinerant teachers of blind and visually impaired students、foreign languages learning |
| 中文摘要 | 針對身心障礙學生的教育需求，臺灣自1990年代開始實施「融合教育」。「融合教育」標榜創造一個「教育均等」且「個體差異」的教學理想。在此教育框架內，身心障礙學生在和一般學生共同於一般學校接受「普通教育」的同時也接受來自「特殊教育」的協助。今日臺灣視障生當中接受融合教育的比例已高達80%，在「融合教育」中提供「特殊教育」協助的視障巡迴輔導教師對視障生接受「融合教育」扮演著重要的角色。 人類對世界的理解來自觀察與溝通，眼睛是人類接收訊息最迅速且全面的器官，人類的認知估計有80%透過視覺的刺激而生成。由於看不見或者看不清楚，語言學習對於視障生的求知更顯得重要。儘管特殊教育領域已做過許多關於視障生於一般學校學習適應或者視障生被一般學校教師和同儕接受程度的研究，視障生於融合教育下外語學習的研究迄今仍然少見。本論文透過質性研究中的「紮根理論」來探究在臺灣融合教育下視障生外語學習的困難、需求以及可能解決的辦法。本論文第一章簡述研究動機並提出四個研究問題：(1) 視障生學習外語有何特殊的困難和需求？(2) 臺灣的融合教育為視障生的外語學習提供了哪些資源？(3) 上述融合教育提供的資源及視障生自覺的困難和需求之間的吻合度有多高？(4) 經由對上述問題的分析可以對臺灣融合教育框架下視障生的外語學習與教學提供哪些建議？ 本論文第二章整理有關融合教育、視障生特徵以及視障生的外語教學的文獻，目前相關的外語教學研究多聚焦於就讀啟明學校的先天盲生而缺少對弱視生和後天盲生的討論。論文第三章介紹「紮根理論」(Grounded Theory)研究方法的概念與操作方式，也交代本論文訪談研究的對象，本論文總共針對11位視障生和3位視障巡迴輔導教師進行「半結構式訪談」。論文第四章分析受訪視障生與視障巡迴輔導教師的訪談。 第五章總結本論文的研究：視障生學習外語時的最大困難在於看不見或看不清楚板書和紙本教材。儘管臺灣的一般學校迄今仍強調「融合教育」，也在此教育中提供了一些「特殊教育」的協助措施，但此教育框架下現行的教學設計仍以「視覺」為中心。為改善這些當前的景況，本論文嘗試提出下列三個建議：(1) 讓視障生多利用替代視覺的輔助（例如：盲用電腦）或改以口試進行測驗、(2) 強化視障生的聽力訓練、(3) 增加資源教室與視障巡迴輔導教師對視障生的協助。 |
| 外文摘要 | For impaired students’ educational needs, “inclusive education” began to be practiced in Taiwan in the 1990s. “Inclusive education” attempts to achieve a teaching environment, ensuring “equal education” and “individual differences resolving”. In this type of the education, impaired students accept “general education” with normal students at regular school, and meanwhile acquire “special educational” assistance. Today, the rate of blind and visually impaired students accepting inclusive education is 80%. In the frame of “inclusive education”, itinerant teachers of blind and visually impaired students play an important roll, providing blind and visually impaired students “special educational” assistance. Human understanding of the outside world depends on observation and communication. The eye is the human organ that accepts information the fastest and the most thoroughly. An estimated 80% of human’s cognition is constructed through visual inspiration. Because blind and visually impaired students see unclearly or cannot see, language learning is seemingly for their acquisition more important. In the field of special education are abundant studies of learning acquisition of blind/visually impaired students at regular school or studies of acceptance of normal students and teachers toward blind and visually impaired students. Nonetheless, the number of foreign language learning for blind and visually impaired students in the frame of inclusive education is still minimum. In this thesis, the difficulties, needs and possible solution of foreign language learning of blind and visually impaired students in the frame of inclusive education in Taiwan are studied through “grounded theory”, a qualitative research method. In chapter 1 of this thesis, research motivation is described and four research questions are presented: (1) what difficulties and needs do blind/visually impaired students have during their foreign languages learning? (2) What resources are provided for the blind/visually impaired students in the frame of inclusive education in Taiwan? (3) How well do previous provided resources in the frame of inclusive education match the difficulties and needs of the blind/visually impaired students? (4) What recommendations are able to be given to foreign languages teaching and learning of the blind/visually impaired students in the frame of inclusive education through the analysis of the previous questions? In chapter 2 of this thesis we find studies on inclusive education, the characteristics of blind/visually impaired students and foreign language teaching for blind/visually impaired students. Currently the relevant researches still zoom in on innate blind students at special schools, and lack discussion of visually impaired or acquired blind students. In chapter 3 of this thesis, the concept and operation of “grounded theory” methodology is introduced. The research subjects are also introduced in this chapter: a total of 11 blind/visually impaired college students and 3 itinerant teachers of blind/visually impaired students are studied through “semi-structured interview”. In chapter 4 of this thesis is the analysis of the interviews of the blind/visually impaired students and itinerant teachers of blind/visually impaired students. Chapter 5 of this thesis is the conclusion of this study. The greatest difficulty of foreign language learning for blind/visually impaired students in the frame of inclusive education in Taiwan is that they cannot see or see script on paper/on board unclearly. “Inclusive education” is still emphasized at regular schools in Taiwan, and some “special educational” assistance is provided in the frame of inclusive education. Nevertheless, the current teaching design in the frame of this education is still vision-centred. To change the current situation, the thesis attempts to state 3 suggestions: (1) More utility of non-visual assistance such as computer with braille/screen reader or oral examinations, (2) to improve listening comprehension of blind/visually impaired students, and (3) to increase the assistance from resource room and itinerant teachers of blind/visually impaired students. |
| 連結 | 臺灣博碩士論文知識加值系統 |