國小特教教師教學自我評鑑之個案研究－以啟聰班適應體育教學爲例

本研究旨在探討國小特教教師利用PETAI(Physical Education Teacher Assessment Instrument, PETAI)師生行爲系統觀察法，於啟聰班施予適應體育教學時教師自我評鑑之個案研究。本研究採用質化與量化兩種研究方式進行，本研究對象包括一位特教老師及啟聰班高年級學生，男生六名，女生三名，共九名。針對啟聰班學生的個別需求，設計各兩節的排球教學與羽球教學的適應體育課程，教學過程全程錄音錄影，分析教師行爲與學生行爲，並以質性訪談方法，進一步探討教師行爲的表現情形，將其結果提供教師教學自我評鑑之參考，進而達到提昇教學品質。研究資料經過百分比統計與編碼整理分析之後，獲得以下結果：一、教師行爲時間分配：在四節適應體育課程中，教師的教學行爲佔整體教師行爲時間的79.57%~70.28%；管理行爲時間佔整體教師行爲時間的20.43%~29.72%。分析教學行爲類目發現，以「反應講解」的時間最多，「動機回饋」的時間最少。分析管理行爲類目，以「行爲管理」的時間最多，「其他事件」的時間最少。二、學生行爲時間分配：教師在四節適應體育課程教學中，學生的參與行爲佔學生行爲的82.96%~75.94%，管理行爲佔學生行爲的17.04%~24.06%。分析學生參與行爲類目發現，以「分配技術學習時間」的時間最多，「熱身與複習」的時間最少。分析學生管理行爲類目發現，以「行爲管理」的時間最多，以「其他事件」的時間最少。三、教師之行爲表現分析：本研究從溝通方式、教學技巧、行爲管理與行爲回饋等四方面來分析教師行爲的表現。

關鍵字

PETAI ；教師行爲；教師評鑑；適應體育

並列摘要

This study aimed to explore the teacher and student behavior resulted from adapted physical education applied by elementary school special education teacher in a hearing impaired class. Both qualitative and quantitative data are collected. The subjects of this study are one special education teacher and six boy students and three girl students from a hearing impaired class. Two class periods of volleyball class and two class periods of badminton class were specially designed fro the students in the hearing impaired class. The teaching instruction was videotaped and analyzed by PETAI (Physical Education Teacher Assessment Instrument) to examine the teacher behavior and the students' behavior. Qualitative data was collected from interviewed with the teacher and students to further explore the results of teacher behavior and student behavior. The results of the study are: 1. The allocated time for special education teacher: the time spent in teaching behavior is 79.57%~70.28%; the time spent in management behavior is 20.43%~29.72%. The allocated time for special education teacher's instruction, special teacher spent most of the time on response presentation and the least amount of time on motivational feedback. The allocated time for the special education teacher's behavior management, Special teachers spent most of the time was spent on behavior management; least amount of time was spent on other tasks. 2. The allocated time for student behavior: during the special education teacher's instruction, students' participated behavior is 82.96%~75.94%; students' management behavior is 17.04%~24.06%. While allocated skill learning time made up most of the time of students' participated behavior; warm-up & review made up the least of the time. Allocated time for student behavior most of the time was on behavior management and the least of time on other tasks. 3. Difference between participants' behavior: special education teacher's behavior shows differences in ways of communication, teaching skills, behavior management and behavior feedback.