適應體育教學運用在國中輕度智能障礙學生籃球課程之行動研究

The Action Research of Using Adapted Physical Education Teachingin Basketball Courses for Mild Mental Retardation Students of Junior High School

廖晨希(Chen-Hsi. Liao)

指導教授 ： 詹惠雪

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2017年)

摘要

本研究採用行動研究法，以8位國中輕度智能障礙學生為研究對象，運用適應體育教學發展籃球運動課程。本研究自103年4月至6月，進行8週，共計16堂課的適應體育籃球課程，研究過程以教學日誌、課室觀察記錄、訪談記錄及職能治療師動作能力評估等質性資料，以及動作技能前後測與學生回饋表等量化資料的蒐集，分析學生的動作技能表現、學習動機及同儕互動之轉變。最後，透過行動研究，省思教師在課程設計、教學及策略運用的專業成長，並依據結論提出關於行政、教學及未來研究之建議。
本研究獲致結論如下：
一、適應體育籃球課程之設計，應依據學生個別能力安排教學內容及設定課程目標，需求提供適性化教材教具並給予彈性化評量。
二、適應體育教學需視學生能力採個別化教學，可透過分組練習、趣味化遊戲、競賽等團隊合作方式發展社交技巧及動作技能的學習。
三、透過適應體育籃球課程的教學，有效提升輕度智能障礙學生的動作技能表現，包含運球、傳接球、投籃及三步上籃等籃球基本動作。
四、透過適應體育籃球課程的教學，在過程中獲得成功經驗，有效提升輕度智能障礙學生的學習動機進而建立自信心。
五、透過適應體育籃球課程的教學，有效增進輕度智能障礙學生的同儕互動表現。
六、透過適應體育籃球課程教學，提升研究者課程設計、教學方法及策略應用的技巧。

關鍵字

適應體育教學 ； 輕度智能障礙 ； 適應體育籃球課程

並列摘要

This study was adopted the action research. The study used Adapted Physical Education teaching to develop basketball course for conduct among 8 junior high school students with mild mental retardation. The study since April 2003 to June, for 8 weeks, a total of 16 classes for Adapted Physical Education of basketball courses. The qualitative data were collected by teaching log, classroom observation record, interview record and Occupational therapist's ability to assess the qualitative information and the quantitative data collectioned from action skills before and after the test and student feedback. Finally, through action research, Reflect teacher's professional development in curriculum design, teaching and strategy application, and suggestions on administrative, teaching and future research are also proposed according to the above findings.
The results of this study are summarized as following:
1.Designed to Adapted Physical Education of basketball courses, students should be based on individual ability to arrange teaching content and set the curriculum objectives, the need to provide appropriate materials teaching and flexible assessment.
2.Adapted Physical Education teaching depending students based ability to adopt individualized teaching, through group practice, diversified interesting teaching, competitions and so on the team to develop social skills and basketball skills learning.
3.Through Adapted Physical Education teaching can effectively improve action ability for students with mild mental retardation, including dribbling, passing the ball, shooting and three-step layup and other basic basketball skills.
4.Through Adapted Physical Education teaching, in the process can obtain successful experience, effectively enhance the students with mild mental retardation of learning motivation and then build self-confidence.
5.Through Adapted Physical Education teaching, effectively enhance peer interaction for students with mild mental retardation.
6.Through Adapted Physical Education teaching, enhance the skills of the researcher's curriculum design, teaching methods and strategies application.

並列關鍵字

Teaching of Adapted Physical Education ； Mild Mental Retardation ； Adapted Physical Education of Basketball Courses

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