視障女學生對水中有氧課程之學習經驗

The learning experience of water aerobics course for visually impaired female student

陳朱祥(Chu-Hsiang Chen) ； 闕月清(Yueh-Ching Chueh) ； 林靜萍(Ching-Ping Lin)

《惠明特殊教育學刊》 3期 (2016/04) Pp. 213-228

https://doi.org/10.6297/JHMSE.2016.3(1).14

摘要

目的：探討一位大三視障學生參與水中有氧課程中的動機、認知與情意學習，更進一步探討其對課程學習困難及解決策略。方法：本研究之研究對象為1名以立意取樣之臺灣北部某大學興趣選項體育課之視障女大三學生，以質性研究方式參與每周120分鐘，共計16次水中有氧課程中去蒐集資料，資料來源為視障生之訪談資料與學習心得、教學觀察紀錄，兩位研究者之教學日誌。結果：一、學習動機：參與水中有氧課程之視障生，對水中課程有較高的接受度、學習態度也較為認真，也有較高的學習動機。二、認知部分：參與水中有氧課程之視障生，在課程認知上能更瞭解水中活動，以及認為水中有氧課程有復建的效果。三、感受部分：參與水中有氧課程之視障生，在課程感受上能提升上體育課信心、學習動機、發展身體機能、紓解心理壓力、增加自我信心和融入於群體生活之功能。四、困難與解決策略：參與水中有氧課程之視障生，在學習困難部分為害怕球類與跳躍性活動；在解決策略上自己能主動的提出學習問題、同學間的相互合作以及教師教學課程與器材的改變，將有助於教師的教學和提升學生的學習成效。結論：參與水中有氧課程之視障生，在動機、認知與情意上都有所提升，且覺得水中有氧課程的復健效果，遇到學習困難時，皆能從同學以及教師協助獲得問題解決的方法。

關鍵字

水中有氧 ； 體育課 ； 適應體育 ； 適應性教學 ； 視覺障礙者

並列摘要

Purpose: To investigate the learning motivation, cognitive and affective learning of a visually impaired junior who participated in water aerobics course, and further explore her learning difficulty and strategy to solve the problems. Methods: Purposive sampling was used to select a female junior with visual impairment from a university in Northern Taiwan. She enrolled in an elective water aerobics course. The course consisted of 16 lessons with 120 minutes per session weekly. The qualitative data were collected through interview and learning experience writings from the participant, teaching observation records, and teaching logs of two researchers. Results: 1. Learning motivation: The participant in demonstrated a higher degree of acceptance, serious learning attitude and higher level of motivation towards water aerobics course. 2. Cognitive learning: The participant had a better understanding of water aerobics activity. She learned that the water aerobics course had brought her some rehabilitation effect. 3. Affective learning: The participant felt that the water aerobics course had made her more confident. She was more physically fit and more relaxed from stress, and integrated into community life with self-confidence. 4. Learning difficulty and solution: The participant encountered difficulties in ball and jumping activity. The strategies she used to solve the problems were to take the initiative to raise the learning issue, mutual cooperation among her peers in the same course, and with the modification in activity design and equipment from the instructor. Conclusion: The visually impaired junior participated in this study showed improvement on motivation, cognitive and affective learning, and felt the rehabilitate effect of water aerobics course. When experiencing learning difficulties, she was able to self-help, seek help from the instructor and peers to solve the problems.

並列關鍵字

Water aerobics ； adapted activity ； alternative teaching ； modified equipment ； rehabilitation