體育與特教教師之教學行比較－以啟智適應體育教學為例

The comparison of teaching behavior between physical education and special education teacher - Adapted physical education teaching in mental retarded class

王志文(Wang Chih-wen)

指導教授 ： 闕月清

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2001年)

摘要

本研究以體育與特教教師為對象,探討其在啟智班適應體育課程教學中之教學行為比較，藉以探討兩者之教學行為與思考過程，據此分析體育與特教教師之教學行為與有效教學時間之差異，具體之研究目的有三點：(1).比較體育與特教教師在啟智班進行體育教學時教學行為之差異。(2).比較體育與特教教師在啟智班進行體育教學時教學思考之差異。(3).比較體育與特教教師在啟智班進行體育教學時有效教學時間之差異。本研究之研究法採用質、量並重的方法，有關教師教學行為方面採用 CAFIAS師生口語互動系統觀察工具，有效教學時間方面，採用ALT-PE系統觀察法；質的研究方面採用訪談法。研究結果發現：(1).體育教師較重視修正性回饋。特教教師較重視正面性之口語回饋，常運用問答法。(2).體育教師運用於教學與講解之時間較多；特教教師運用於指示學生的時間較多。(3).口語與非口語教學行為時間分析方面，兩者無顯著差異。(4).體育與特教教師在教學行為與教學時間類目方面之教師思考與教學決定有差異。(5).體育與特教教師在教學時間之安排無顯著差異，在三大教學內容總時數之比例方面，亦無顯著差異。由此可見體育與特教教師在教學行為與教學思考方面有差異，因而使教學行為產生差異，教學時間安排方面兩者則無顯著差異。

關鍵字

啟智班 ； 適應體育 ； 教學行為 ； 教學思考 ； 有效教學時間

並列摘要

The purpose of this study was to compare the teaching behavior of physical education and special education teachers during adapted physical education class for middle school students with mental retardation. Through the investigation of the teaching behavior and thinking process, the teaching behavior and student’s academic learning time was analyzed. The specific objectives were to compare the different teaching behavior, thinking process and academic learning time of their students between the physical education and special education teachers. The study used both qualitative and quantitative methods to collect data. CAFIAS observation system was used to record teaching behaviors while ALT-PE observation system was used to record student’s academic learning time. Interview was used to elicit teacher’s thinking process. The results showed that: (1) Physical education teachers focused on corrective feedback while SE teachers focused on verbal feedback, mostly in question form; (2) Physical education teachers used more time in teaching and explaining while special education teachers used more time in directing; (3) No significant difference was found in verbal and nonverbal teaching time between the two groups; (4) There was significant difference in teacher thinking and teacher decision making; (5) The schedule of time used for teaching was not significant different. These results indicated that the difference in thinking process between the two groups led to the difference in their teaching behavior although the schedule of time used for teaching was the same.

並列關鍵字

mental retarded class ； adapted physical education ； teaching behavior ； teacher thinking ； academic learning time

參考文獻

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