不同背景變項對高中職身心障礙生體育課學習阻礙之影響

本研究旨在探討不同背景變項對高中職身心障礙生體育課學習阻礙影響之差異情形。本研究以全國高中職資源班之身心障礙生為研究對象，並採用問卷調查法進行資料蒐集，共發出884份問卷，回收有效問卷766份，有效回收率為86.65%。本研究之研究工具為「不同背景變項對高中職身心障礙生體育課學習阻礙影響之研究問卷」。經統計分析後，結果發現如下：（一）高中職身心障礙生體育課學習阻礙以「個人性阻礙」最高，其次為「結構性阻礙」；（二）不同性別之高中職身心障礙生在「個人性阻礙」有顯著差異；（三）不同學校類別之高中職身心障礙生在體育課學習阻礙各層面有顯著差異；（四）不同障礙類別之高中職身心障礙生在體育課學習阻礙各層面中有顯著差異。

關鍵字

學校教育；個人性阻礙；結構性阻礙；人際性阻礙

並列摘要

The purpose of this study was to explore the current situation, learning motivation and constraint of senior and vocational high school students with disabilities when participating in the physical education program. The study also aimed to compare the variability of the students' learning motivation and constraint under different backgrounds. The participants for the study consisted of 766 students with disabilities from senior high and vocational schools by stratified random sampling. The study was conducted by administering the instrument ”The scale of the Current Situation, Learning Motivation and Constraint of the Senior High and Vocational School Students with Disabilities Participation in the Physical Education Program”. The data collected for this study were analyzed with descriptive statistics, t-test and one-way analysis of variance. The results of this study indicated that: (a) Students had higher learning constraint on ”intrapersonal constraint”, and followed by the factors of ”structural constraint”. (b)Significant difference was shown in the factor of ”intrapersonal constraint” between male and female students. (c)Significant difference was shown in all the factors of constraint among the students in the different schools. (d)Significant difference was shown in all the factors of constraint among the students in different kinds of disabilities.