合作學習介入融合式體育對智能障礙學童師生與同儕互動之影響

The Effects of Cooperative Learning on Teacher-student Interactions and Peer Relationships of a Student with Intellectual Challenges

謝玉姿(Yu-Tzu Hsieh)

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/碩士(2004年)

摘要

摘要
本研究旨在探討合作學習之介入，對增進融合式體育教學中智能障礙學師生與同儕互動的影響。研究參與對象為就讀國小五年級普通班之一位輕度智能障礙學童，研究方法採單一受試中撤回處理設計，自變項為合作學習，依變項為師生與同儕互動行為變化情形、師生與同儕關係變化情形，主要研究工具有同儕社會地位填選表、師生與同儕互動觀察表、師生互動行為問卷及合作學習意見調查表。本研究實施九週合作學習介入之實驗教學，在教學情境中，針對參與研究對象進行觀察，並透過訪談及相關文件蒐集，將所得之量化資料以視覺分析與C統計分析；質性資料以持續比較法及三角檢測法進行分析，加以歸納整理。本研究結果如下：（一）合作學習能增進智能障礙學童師生互動關係，學習效果與互動行為逐漸出現，除了智能障礙學童除了學習動機增強，上課表現亦日趨活潑，具有立即的互動效果；（二）合作學習能增進智能障礙學童同儕互動關係，並且增進其同儕社會地位；（三）合作學習能增進智能障礙學童師生與同儕互動中主動及被動行為關係，師生互動的主動與被動行為以小組榮譽及期望給予回饋為主。同儕互動的主動及被動行為則以引起同儕注意與逆來順受為主
；（四）合作學習受到正面的肯定，體育教師、資源班教師、導師、參與班級學童及智能障礙學童對合作學習均持認同的看法。根據本研究結果
，提出相關建議，供體育教師、師資培育單位及未來研究者作參考之用。

關鍵字

融合式體育 ； 合作學習 ； 智能障礙學童 ； 師生互動 ； 同儕互動

並列摘要

Abstract
The purpose of this study was to investigate the effects of cooperative learning on of teacher-student interactions and peer relationships of a student with intellectual challenges in the inclusive physical education. The participant was a fifth grade student with mild intellectual challenges. Single subject withdrawal design was used for the research. The independent variable of this study was the treatment of cooperative learning. The dependent variables of this study were the changes in teacher-student interactions and peer interactions. Social status of student with intellectual challenges, observation of teacher-student interactions check lists, and questionnaires of peer relationships and cooperative learning were used to collect data. The study was conducted for 9 weeks with cooperative learning. The data were analyzed by visual analysis, C statistics, constant comparative and triangulation method. The results of this study were as followings: (1)Cooperative learning could increase the teacher-student interactions of student with intellectual challenges. (2)Cooperative learning could increase the social status, and the peer interactions of the student with intellectual challenges. (3)Cooperative learning could increase the initiative and passive behavior of teacher-student interactions and peer interaction of the student with intellectual challenges. The initiative behavior of the teacher-student interactions was mainly “group honor”. The passive behavior of the teacher-student interactions was “expecting to receive feedback”. The initiative behavior of the peer relationship was “to causes the attention of peer” while the passive behavior of the peer interactions was “subjected to peer”. (4) Cooperative learning was accepted by the students, the physical education teacher, special education teacher and mentor as an effective instructional strategy. The findings of this study could be used by physical education teachers, teacher education related units and researchers for reference.

並列關鍵字

inclusive physical education ； cooperative learning ； intellectual challenges ； teacher-student interactions ； peer relationships

參考文獻

王千倖（1997）。合作學習。師友，364，34-38。

王家福（2004）。健康與體育學習領域課程設計之合作學習研究-以國小四

王雅宣（1997）。Mosston’體育教學光譜-互惠式之理論與實際。中華體育，

吳麗寬（2002）。合作學習對國小學習障礙學生閱讀理解效果與同儕社會

何茂松（2000）。九年一貫新課程與融合式教育的體育、適應體育之因應。