歷年優秀論文獎助 > 2020優秀學位論文得獎名單 > 劉家穎
| 研究生 | 劉家穎 |
| 研究生(外文) | LIU,CHIA-YING |
| 論文名稱 | 探討國小心智障礙學生文化近用—以易讀導覽文件設計為例 |
| 論文名稱(外文) | The Study of Cultural Accessibility Among Children with Intellectual Disabilities: by using the Easy Read guide book |
| 指導教授 | 廖晨惠 |
| 指導教授(外文) | LIAO, CHEN-HUEI |
| 口試委員 | 蕭寶玲、郭惠瑜 |
| 口試日期 | 2019-10-25 |
| 學位類別 | 碩士 |
| 校院名稱 | 國立臺中教育大學 |
| 系所名稱 | 特殊教育學系碩士班 |
| 論文出版年 | 2019 |
| 畢業學年度 | 108 |
| 語文別 | 中文 |
| 論文頁數 | 158 |
| 中文關鍵詞 | 文化近用、易讀、心智障礙學生 |
| 外文關鍵詞 | Cultural accessibility、Easy Read、The students with mental disabilities |
| 中文摘要 | 近年來，身心障礙族群的文化近用議題逐漸受到各領域的重視，而身心障礙學生的文化近用更是顯得格外重要。本研究透過易讀導覽手冊及語音導覽的設計，並由資源班教師帶領台中市兩所國小共十一名的高年級心智障礙學生前往國美館「聚合．綻放──臺灣美術團體與美術發展」展覽參觀，藉由學生的問卷回饋、資源班教師的訪談和研究者的觀察等方式，探討學生使用易讀文件的實地參觀情形、易讀文件對學生的受益情形、師生對易讀文件的滿意程度與建議以及教師對於推動身心障礙學生文化近用的想法。 結果發現，學生實地參觀時以聆聽語音導覽為主，較難同時運用導覽手冊及語音導覽，多數學生也仍需教師的引導與再解釋，且設備上的不足和對展場的不熟悉亦會影響參觀成效，然而，學生們亦展現了良好的秩序、不同的學習風格、對觸摸輔具與作品的興趣和主動提問與分享的能力等等。 在學生的滿意程度與受益情形上，導覽手冊以「圖片」項目得分最高，語音導覽則以「發音及語速」的得分最高，各項目滿意程度的得分則普遍偏高，但因為同學間的個別差異大，仍有許多值得改善之處。而學生與教師也針對易讀文件提出多項建議，如增加作品介紹、改善語音語速、改變手冊編排及採用步驟化與提問式的引導等等。 最後，由於身心障礙學生在文化近用上的困難與多重因素密切相關，資源班教師亦提出幾點推動的建議，如打造人性化的設施、善用互動式方式或具聲光效果的裝置、選擇貼近學生生活經驗的素材及獎勵制度等，本研究亦針對上述研究結果及回饋，提供特殊教育、文化場域相關專業人員與後續研究者相關的建議。 |
| 外文摘要 | In recent years, the topic of cultural accessibility of the people with disabilities has gradually received attention in various fields, and in this group, the cultural accessibility of students with disabilities is particularly important. In this study, the elementary resource class teachers guided 11 students with mental disabilities to use my self-made Easy Read guidebook and audio guide while visiting the exhibition called “Aggregation & Blooming – Artists groups and the development of fine arts in Taiwan” at National Taiwan Museum of Fine Arts. Through the student's questionnaire feedback, interviews with resource class teachers, and my observation, I learned how well the students benefited from using the Easy Read guidebook and the audio guide during their museum visit, the satisfaction and suggestions from both students and teachers after using the Easy Read guidebook, and teachers’ ideas of promoting the cultural accessibility of students with disabilities. The results showed that students mainly relied on the audio guide, and it was more difficult for students to use the guidebook and the audio guide at the same time. Also, students were unable to read by themselves without teachers’ explanation and guidance. In addition, it was found that the lack of equipment and the unfamiliarity with the environment influenced the effectiveness of the visit. However, the students still showed good visit order, different learning styles, and interest in touching assistive device and different paintings. Some students could even ask questions and share their views of the paintings during the visit. As for the condition of how well students benefited from the Easy Read guidebook and the satisfaction feedback from the students, the guidebook has the highest score in the "picture" project while the audio guide has the best score in the " pronunciation and speech rate" project. On the other hand, the scores of the satisfaction of each project are generally high, but because of the individual differences between the students, there is still rooms for improvement. The students and the teachers also shared their ideas of the Easy Read guidebook and the audio guide after the visit, such as adding more paintings and the introductions in the guidebook, improving the pronunciation and speech rate, changing page layout of the guidebook, and adopting step-by-step and question-based guidance, etc. Finally, due to the difficulties and challenges for the cultural accessibility of the students with disabilities are closely related to many factors, the resource class teachers also suggested that people in the related cultural places should create more user-friendly facilities, use interactive methods such as sound and light effects devices, select exhibition materials which are close to students' life experiences, and set a reward system to promote the cultural accessibility of students with disabilities. Also, this study provides recommendations for special education, cultural field related professionals and follow-up researchers in response to the above findings and feedback. |
| 連結 | 臺灣博碩士論文知識加值系統 |