工作分析法為理念的游泳教學初探：以中度智能障礙學生的教學為例

An Exploration of Swimming Instruction Based on the Task Analysis Approach: An Example of Teaching Students with Moderate Mental Retardation

高桂足(Laurel K. Kao) ； 吳孟恬(Meng-Tien Wu) ； 李慧玲(Hui-Ling Lee)

《大專體育學術專刊》 97年度 (2008/05) Pp. 799-804

https://doi.org/10.6695/AUES.200805_97.0116

摘要

本研究旨在評估中度智能障礙學生初學游泳的教學情況。總共有21名學生（男生15名、女生6名）全程參與五天的游泳體驗營。結果發現：男、女中度智障生在所學習的技能、認知與情意三方面並無顯著差異，但是男、女生分別在這三方面評量的前測（學習開始）與後測（學習結束）都達到顯著差異。依照「工作分析法」將初學游泳課程分為十項動作的學習，結果發現除了一項動作學習的前、後測差異不顯著以外，其餘九項動作技能均有顯著進步。本研究結果證實，中度智能障礙生能成功的學習游泳，包括在動作技能、認知、情意均能展現進步。另外，利用工作分析法將游泳基本動作分割為分項技能學習，能使智障學生的游泳學習更為得心應手。

關鍵字

動作技巧 ； 認知 ； 情意

並列摘要

The purpose of this study was to assess how students with moderate mental retardation attained swimming skills for the first time. A total of 21 students (15 males, 6 females) went through a five-day swimming summer camp. The results of the study showed that there was no significant difference between male and female students on account of motor skills acquisition, knowledge and affect in the class. However, significant differences appeared between the initial and final stage of learning which indicating that through the articulation of task analysis approach, students with moderate mental retardation can learn swimming. Furthermore, the ten sub-skills of the movements based on the perspectives of task analysis have shown that, nine out of the ten items were suitable for the students. Finally, applying the techniques of task analysis on the swimming instruction for students with moderate mental retardation was highly recommended.

並列關鍵字

motor skill ； cognition ； affect