全方位課程設計在體育課程發展的觀點

Perspectives of Universal Design for Learning in the Development of Physical Education Curricula

潘正宸(Cheng-Chen Pan)

《臺灣體育學術研究》 71期 (2021/12) Pp. 41-58

https://doi.org/10.6590/TJSSR.202112_(71).03

摘要

全方位課程設計（Universal Design for Learning, UDL）立論於神經科學而發展，也是美國2015年「讓每個學生都成功法案」（Every Student Succeeds Act），立法認可的教學設計方式，企圖滿足包含體育等各領域課程目標及個別化的學習需求。然而，臺灣雖已在法制面進行融合教育的推動，但在UDL，僅見於特殊教育領域發展課程及教學設計的相關研究發展，尚未顯見於普教課程。有鑑於此，本文目的有三點：（一）闡述UDL內涵，以探究在普通體育課程中，教師為何需事先規劃設計；（二）說明素養導向體育課程與UDL的關係；及（三）應用UDL於體育課程目標、教學方法、教材教具選用及學習評量可能實施方式；最終期能透過本文探討，嘗試運用UDL觀點，使體育課程發展及教學效能中，能兼顧整體與個別的異質差異，使所有學生均能在體育課程中受益，最終成為專家學習者。

關鍵字

個別差異 ； 通用設計 ； 融合式體育 ； 課程調整 ； 體育教學模式

並列摘要

Universal Design for Learning (UDL) is a teaching and learning framework rooted in neuroscientific research. Recognized by the US government's 2015 Every Student Succeeds Act, it is designed to meet lesson goals and individualized learning needs across subjects such as physical education and to facilitate inclusive education. Although Taiwan has supported inclusive education on a legislative basis, UDL has yet to be widely applied; it is featured only in special education curricula and in education research. This review had three objectives: (1) to describe the key ideas of UDL and explore the need for physical education teachers to plan and design lessons, (2) to explore the relationship between physical education curricula and UDL, and (3) to explain lesson goals, teaching methods, selection of teaching materials and tools, and learning evaluations in physical education. The findings serve as a reference for improving curricula and teaching effectiveness in this subject. Group and individual differences must both be considered to ensure that all students benefit from physical education classes and become expert learners.

並列關鍵字

individual difference ； universal design ； inclusive physical education ； curriculum modification ； instructional models in physical education

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