體育教師「融合式體育教學關聯模式」之建構與比較

The Construction and Comparisons of Physical Education Teachers' ＂Instructional Relational Model of Inclusive Physical Education＂

李偉清(Wei-Ching Lee)

《文化體育學刊》 26輯 (2018/04) Pp. 31-53

https://doi.org/10.6634/JPSS-CCU.201712_(26).0003

摘要

本研究依據相關研究與理論提出我國體育教師的「融合式體育教學關聯模式」，該模式假設個體之「教學態度」會透過「教學調整」的中介作用，進而影響個體的「教學滿意度」。目的：本研究旨在驗證「融合式體育教學關聯模式」是否成立，並比較不同背景的體育教師在此模式上的組間差異。方法：研究者以自編的「體育教師融合式體育教學現況調查問卷」，針對全國22個縣市國小至高中職普通班的體育教師進行問卷調查，採分層隨機與叢集取樣合併之抽樣方式獲 得648份有效樣本，並依分析的需要將此一樣本隨機分成三等分。用第一組樣本作項目分析與驗證性因素分析以尋找最佳的理論建構及最適切的題目，並進行信、效度的考驗。以第二組樣本進行結構方程模式分析來評鑑蒐集的資料是否適配本研究所提之理論模式，並以此樣本進行多群組分析。再以第三組樣本做此一模式的效度複核研究。結果：發現「體育教師融合式體育的教學現況調查問卷」是一份具有信效度的量表，而「融合式體育教學關聯模式」是一個有效穩定的模式，且體育教師的各個背景變項在該模式上皆通過逐漸嚴苛之多層次檢驗。結論：故本研究成功建構了我國體育教師的「融合式體育教學關聯模式」，並證實了體育教師的9個背景變項在該模式上均具有組間之不變性。

關鍵字

適應體育 ； 融合教育

並列摘要

Based on related theories and researches, this research proposed an ＂Instructional relational model of inclusive physical education＂ for physical education teachers in Taiwan’s elementary and high schools. This model assumed that an individual teacher’s ＂instructional adaptation＂ were influenced by his ＂instructional attitude.＂ And ＂instructional adaptation＂ would be directly related to ＂instructional satisfaction.＂ The purpose of this research was to verify this ＂Instructional relational model of inclusive physical education＂ and to compare the differences of this model among physical education teachers of different background variables. A self-designed questionnaire, Questionnaire of the current situation of inclusive physical education instruction for physical education teachers, was used to survey physical education teachers of the high and elementary school in Taiwan’s 22 cities and counties. Samples were collected by the stratified random sampling and cluster sampling. The samples were divided into three sets by a random procedure. The first sample set was analyzed by item analysis and confirmatory factor analysis to look for the best theoretical construction and most appropriate items. The reliabilities and validity of this scale were tested, too. The second sample set was analyzed by structural equation modeling, including multi-group analysis, to evaluate the goodness-of-fit between collected data and this proposed theoretical model. Finally, the cross-validation was tested by the third sample set. The results showed that ＂Questionnaire of the current situation of inclusive physical education instruction for physical education teachers＂ was a reliable and valid scale. ＂Instructional relational model of inclusive physical education＂ was an effective and stable model, and physical education teachers’ various background variables in this model passed the different strictness levels statistical tests. Therefore, this research successfully constructed a physical education teachers' ＂Instructional relational model of inclusive physical education＂ in Taiwan and among groups invariance were confirmed for physical education teachers with 9 different backgrounds in this model.

並列關鍵字

adapted physical education ； inclusive education

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