| Summary: | 碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 105 === According to the statistical summary in the Ministry of Health and Welfare, the data base shows that the countrywide fore-blind population has reached 57,118, which is 0.9% of the whole population of Taiwan. Geographically learning and realizing how to use maps is a substantial subject in the complete-nine-year-through compulsory educational system issued by the Ministry of Education. Using figuring maps or pictures to present and address the geography for normal persons with healthy eyes is quite popular. Yet, the fore-blind may only gain the information via thermal printing pictures. But, the thermal printing pictures are not spatially 3-dimensional enough for sensing. Also, there is, unfortunately, no standard teaching materials for traditional geography education. Therefore, investigations on previous researches in advance along with the deeply interviewing have been done in this study. The authors profoundly analyze the conventional teaching materials, tools, and methods, and realistically discuss about what sort of issues exists in the present time. Truly, the actions for experimenting and verification have been taken to induce the digital 3D printing technology for designs and try to develop an appropriate teaching way for fore-blind. The teaching way can be applied to the subjected Taiwan unit learning so that the fore-blind may efficiently catch the ideas associated with counties and cities, distinguish the contours of them and the relative locations to each other by using the transformation principles through spatially co-mapping, and get enhanced on the spatial training. The teaching tool is properly regulated for students through repeated verifications and modification. It also provides the teachers with the thorough digital information library, individually and more flexible preparations for fabrications of other related printing tools, and even personally self-adjusted design to enrich the teaching contents. Furthermore, ARCS scale-measuring is used to evaluate the learning efficiency as well. Evaluations here are expected to promote the learning of students, verify the innovations of the tool, and make certain the enhancement of upgrade. Eventually, the concrete proficiency for fore-blind geography learning is hopefully expected and provided in this study.
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