研究發展處
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Item 比較國小聽覺障礙學生從不同角度讀話結果之研究(國立臺灣師範大學研究發展處, 1996-06-??) 張蓓莉; 蘇芳柳本研究之主要目的在比較聽覺障礙學生從不同角度讀話的結果。研究樣本來自北市八所國小啟聰班和資源班五到六年級學生計三十名。研究工具為從正面（零度）與側面（ 45度）拍攝的讀話能力測驗。受試以校別隨機分為兩組，依對抗平衡方式接受兩份讀話能力測驗。研究結果發現聽覺障礙學生從正面及側面讀話的結果沒有顯著差異。因此建議教師在安排聽覺障礙生的座位時，不一定要讓學生坐在老師的正前方，只要在能見到教師側面四十五度的範圍內即可。在進行讀話訓練時，不一定只練習從說話者正面讀話，也可練習側面的角度。Item 國小啟聰教師教學行為之研究(國立臺灣師範大學研究發展處, 1996-06-??) 張蓓莉本研究旨在探討國小啟聰教師課堂之教學行為。研究對象包72位任教臺灣地區普通國小啟聰班或啟聰學校國小部之教師。其中35位擔位數學科教學，37位擔任國語科教學。分析七十二位啟聰教師之教學錄影帶發現：八成以上的老師上課時顯現出對教學之熱中、使用有助於教學的視覺性、觸覺性教具、適時歸納教學重點、清楚說明重要概念、關鍵字詞、或學生之疑惑處、引導學生發現可能解決問題之方法、重視學生之理解分析與應用、利用學生之舊經驗、提供練習機會、觀察學生瞭解情形、鼓勵學生發現自己的看法、上課前會告之教學重點。但不幸的是82％的教師上課時會出現妨礙讀話或看手語之行為。大約二至三成的教師並沒有在上課前引起動機，較少援用學生日常經驗解釋課程內容。整體而言，國語科與數學科教師之課堂教學行為並沒有明顯差異。不過啟聰學校教師多以部頒手語、口語為主要溝通模式，啟聰班教師則以口語為主。Item 聽覺障礙學生之智力結構(國立臺灣師範大學研究發展處, 1981-06-??) 張蓓莉The purpose of this study was to understand the structure of intelligence of the hearing im-paired students. The subjects, 150 students, were randomly selected from 11, 13, and 15 year-old students of Taipei Municipal School for the Deaf. Each group had 25 male and 25 female students.All subjects were tested by the Wechsler Intelligence Scale for Children, Performance Test (WISC-P) individually.The data obtained were statistically treated by two way ANOVA, Scheffe method for multiple comparison, and they were drawn as the profile of the structure of intelligence.The main findings of this study were as follows:1. There was significant difference between age-11 and age-13 group students in IQ increasing.2. There was significant difference between the male and female students' IQ of 15 year-old group.3. The mean IQ of these hearing impaired students was 83.04.4. These hearing impaired students were inferior to normal hearing students on all the mental functions of WISC-P test.5. Comparison with hearing impaired students themselves, the mental functions of visual-motor coordination and perceptual organization abilities were superior. But the mental functions of abilities to differentiate essential from nonessential detail, concentration, reasoning, spatial visualization, abstract conceptualizing ability, analysis and synthesis were inferior.