自閉症學童適應體育教學方法：以證據本位實務為基礎

適應體育是一門個別化的計畫，透過活動方案的規劃達到教學目標並改善學童的生活品質，在均等、生活品質、人權的正常化原則的基礎上，增進其在體育課中享有同樣的教學資源與教學成效。本文目的是將運動教育模式的特徵架構於整合性遊戲團體要素之上，以遊戲理論為基礎，證據本位實務為輔，建構自閉症學童適應體育教學方法。透過文獻分析法進行相關文獻的歸納與統整，首先論述自閉症學童的社會溝通特質，細分為社會─情緒互動缺損、社會互動上非口語溝通行為缺損、發展與維繫人際關係能力缺損等三項，再來分析自閉症學童腦神經的生理現象，瞭解其造成溝通、社會互動與行為之嚴重問題所導致這類兒童在學習及生活適應上有顯著困難的原因，是否與腦傷或功能不全、社會腦功能失常、或鏡像神經元活化異常有關。綜合過去文獻所得結語發現人類大腦就是一個社會腦，學習不僅能改變大腦結構，體育課中的身體活動也能促進社會能力的發展，更是共同合作的學習歷程，而運動教育模式是實踐社會腦的有效策略，能促進自閉症學童在社會心理、身體與認知的發展，提升其未來社會生活的適應能力。

關鍵字

社會腦；社會能力；運動教育模式；整合性遊戲團體；體育教學

並列摘要

Adapted physical education offers a planned, individualized program which can meet instructional goals and improve the quality of life for students with disabilities. These students can share the same educational resources and teaching effects as others based on the principles of normalization, equity, life quality, and human rights. The purpose of this paper is to discuss the teaching methods of adapted physical education for students with autism, using a sport education model constructing an integrated play group that is based on the game theory and evidence-based practice. In this paper, literature analysis was used to integrate related studies. First, we examine the characteristics of social communication of the students with autism: deficits in social-emotional interaction and nonverbal communication, and challenges developing and maintaining interpersonal relationships. Second, we discuss the cranial nerve as related to problems of the communication, interaction and behavior; autism could stem from brain injury, dysfunction of the social brain, or mirror neuron dysfunction. We conclude that the human brain is a social brain; therefore, the structure of the brain could be changed through learning, and social competence also could be developed during physical education. Utilizing a practical sport education model to engage and teach the social brain would promote psychosocial, physical, and cognitive development and enhance the social adaptation in the future.

並列關鍵字

social brain ； social competence ； sport education model ； integrated play group ； teaching styles in physical education

參考文獻

方永泉(2003)。從「遊戲」意義的轉折來反思當代遊戲文化的特徵及其引發的教育思考。教育研究集刊。49(3)，63-92。

馮士軒(2004)。同儕核心反應訓練對增進國小自閉症兒童社會互動成效之研究。國立彰化師範大學特殊教育研究所=National Changhua University of Education。

尚憶薇(2010)。以合作學習理論應用於適應體育課程。大專體育。106，56-60。

張正芬、吳佑佑(2006)。亞斯柏格症與高功能自閉症早期發展與目前症狀之初探。特殊教育研究學刊。31，139-164。

陳昭宇(2016)。探究遊戲在體育教學的價值：經驗學習理論的應用。中華體育季刊。30(2)，97-104。

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自閉症學童適應體育教學方法：以證據本位實務為基礎

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