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[[alternative]]The Effects of Ceramic Teaching on Manual Skills and Hand

By [[author]]葉宗青, Chung Ching [[author]]Yeh, 葉宗青 and Chung Ching Yeh

Abstract

[[abstract]]中文摘要 本研究旨在瞭解智障者經陶塑教學後,其手部操作技能之學習成 效;不同手功能能力的智障者,對於手部操作技能學習成效之差 異;以及陶塑教學活動對於提升智障者空間概念、手眼協調、手 部靈巧、速度、握力與指力等手功能之成效。以供日後教師與有 關人員設計課程與教材,訓練智障者手部操作技能及未來研究之 參考。研究採用重複量數與單組前後測實驗設計。實驗對象為台 北市立啟智學校高職部二年級工藝科學生十四人,實施15周,每 週七節,每節45分鐘的陶塑教學。實驗材料係由研究者自編完成 共計十個單元,分為五階段進行。評量方式除了針對每一教學單 元進行學後評量外,並且於每進行三周教學後,以自編的「揉長 」與「揉圓」評量方式,評量受試者的手部操作技能(包括前測 共計六次)。此外,實驗前後並以一般手功能標準化的評量工具 Bruininks-Oseretsky Test of Motor Proficiency(BOTMP)之 Subtest 8 Upper-Limb Speed and Dexterity、Southern California Sensory Integration Tests(SCSIT)之Motor Accuracy-Revised、Sensory Integration and Praxis Tests (SCSIPT)之 Constructional Praxis structure I、「握力計」 、「指力計」為手功能的評量工具,評量受試者手眼協調、手部靈 巧性、速度、握力、指力、以及空間慨念等手功能成績。 本研究結果發現如下: 一、智障學生經陶塑教學後,在自編的揉「土條數目」(減一為斷 裂次數)、「最大長度」、「快速揉圓土球」與「揉特定大小 的圓土球」四項手部操作技能,均呈現進步的趨勢。 二 、不同手功能能力的智障學生,對揉「土條數目」、「最大長度 、「快速揉圓土球」與「揉特定大小圓土球」之學習成效,並 無顯著差異。 三 、陶塑教學對增進智障學生的空間概念與上肢的靈巧性、速度、 手眼協調等手功能,有顯著的成效,而對握力與指力則無明顯 的效果。 根據實驗的結果,本研究提出以下四點建議: 一、智障學生手操作技能的訓練,應考慮其個別差異情形,給予不 等的學習內容與必要的支持與協助。 二 、進一步充實與發展,適合各層級智障者的教學內容。 三、以個案研究方式,加入學習動機、工作人格、情意培養等因素, 從更廣的層面探討智障者技能學習困難的原因。 四 、提升智障學生手部操作能力之主要目的,在於反應於工作效率 與生活應用上。此一方向,值得進一步探討。 The Effects of Ceramic Teaching on Manual Skills and Hand Function The Effects of Ceramic Teaching on Manual Skills and Hand Function of Mentally Retarded Students of Mentally Retarded Students by by Yeh Chung-Ching Yeh Chung-Ching Abstract Abstract The aims of this study were to investigate the effects of ceramic The aims of this study were to investigate the effects of ceramic teaching on manual skills and hand function of mentally retarded teaching on manual skills and hand function of mentally retarded students. The subjects were 14 students of the Taipei municipal students. The subjects were 14 students of the Taipei municipal Mentally Retarded School, aged from 16 to 18. They were divided Mentally Retarded School, aged from 16 to 18. They were divided into three groups according to their scores in Bruininks- Oseretsky into three groups according to their scores in Bruininks- Oseretsky Test of Motor Proficiency(BOTMP, Subset 8 Upper-Limb Speed Test of Motor Proficiency(BOTMP, Subset 8 Upper-Limb Speed and Dexterity). All subjects received a fifteen-week, seven hours and Dexterity). All subjects received a fifteen-week, seven hours weekly, five-stage program of ceramic teaching. weekly, five-stage program of ceramic teaching. Four self-designed manual-skill tests were used in this study. Six Four self-designed manual-skill tests were used in this study. Six achievement tests have been taken including the pre-test. The tests achievement tests have been taken including the pre-test. The tests include Subset 8 Upper-Limb Speed and Dexterity of BOTMP, include Subset 8 Upper-Limb Speed and Dexterity of BOTMP, Motor Accuracy-Revised of Southern California Sensory Motor Accuracy-Revised of Southern California Sensory Integration Tests(SCSIT),Constructional Praxis structure I of Integration Tests(SCSIT),Constructional Praxis structure I of Sensory Integration and Praxis Tests(SIPT), Standard Jamar Sensory Integration and Praxis Tests(SIPT), Standard Jamar dynamometer, B&L Engineering Pinch Qauae, were used in pre- dynamometer, B&L Engineering Pinch Qauae, were used in pre- and post-tests of hand functions. The pre-test was administered and post-tests of hand functions. The pre-test was administered before the experiment. The rest was taken at the end of each before the experiment. The rest was taken at the end of each experimental stage. experimental stage. The data, 4 manual-skills tests' results, were analyzed by two- way The data, 4 manual-skills tests' results, were analyzed by two-way Analysis of Variance with Repeated Measurement. The other data, Analysis of Variance with Repeated Measurement. The other data, the hand functions' tests' results,were analyzed by dependent t' test. the hand functions' tests' results,were analyzed by dependent t' test. The important findings of this study were as follows: The important findings of this study were as follows: (1) There was a significant difference, in mean scores of 4 manual (1) There was a significant difference, in mean scores of 4 manual skill tests, between different stages. skill tests, between different stages. (2) There was no significant difference in mean scores of manual (2) There was no significant difference in mean scores of manual skill tests between different groups. skill tests between different groups. (3) There was a significant difference between the scores of pre-test (3) There was a significant difference between the scores of pre- test and post-test on the BOTMP,SCSIT,SIPT, but there was no and post-test on the BOTMP,SCSIT,SIPT, but there was no significant difference on the Jamar dynamometer test and Pinch significant difference on the Jamar dynamometer test and Pinch Qauae test. Qauae test. The results indicated that ceramic teaching was found to be statistically The results indicated that ceramic teaching was found to be statistically significant in the development of manual skills and hand function, significant in the development of manual skills and hand function, including upper-limb speed and dexterity, motor accuracy- revised, the concept of space, for mentally retarded students. including upper-limb speed and dexterity, motor accuracy- revised, the concept of space, for mentally retarded students. The Effects of Ceramic Teaching on Manual Skills and Hand

Topics: 陶塑, 智障者, 手功能, 手部操作技能, ceramic teaching, mental retardation, hand function, manual skill, [[classification]]54
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/5741
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