桌球教學對智能障礙學生注意力與手眼協調能力影響之行動研究

dc.contributor林靜萍zh_TW
dc.contributorLin, Ching-pingen_US
dc.contributor.author陳建全zh_TW
dc.contributor.authorChen, Chien-chuanen_US
dc.date.accessioned2019-09-05T07:39:39Z
dc.date.available2012-7-23
dc.date.available2019-09-05T07:39:39Z
dc.date.issued2012
dc.description.abstract本研究旨在透過行動研究探討適應體育桌球教學對智能障礙學生注意力與手眼協調能力的改善情形,以及研究者在行動過程中克服教學問題之省思與專業成長。研究參與者為二名國中智能障礙學生,設計十週、每週三節的桌球教學,在課程實施前後進行「褚式注意力測驗」、「換罐(Soda Pop)手眼協調測驗」,並以研究者日誌、觀察者記錄單與錄影觀察等方式,了解學習者的學習歷程與困難。所得量化資料以EXCEL進行描述統計,質性資料則以持續比較法進行歸類分析,經分析探討後,獲得以下結果:1.十週桌球教學後,2名學生在「褚式注意力測驗」前、後測的表現上有所提升,進步率達6.25%和56%。2.十週桌球教學後,2名學生在「換罐(Soda Pop)手眼協調測驗」前、後測的表現上明顯提升,進步率皆達14%。3.研究者運用獎勵策略、轉移情境、簡化課程難度與同儕指導策略,能有效提升智能障礙學生桌球運動學習成效。4.研究者透過行動研究歷程不斷地省思,改進教學品質,對於適應體育桌球教學課程教案編寫的能力及教學技巧方面皆有助益,獲得教學專業上的成長。zh_TW
dc.description.abstractThe purpose of this study was to discussion on an action research to improve the situation of adapted physical education table tennis teaching on students' attention and hand-eye coordination ability with intellectual disabilities. And researchers in the course of action to overcome teaching problems, reflection and professional growth. The study participants for the two junior high students with intellectual disabilities, Designed 10-week, three times a week of table tennis teaching, before and after curriculum implementation test on "Chu’s attention test, change tank (Soda Pop) hand-eye coordination test". And the way in Teaching journal, the observer records and video observation. Understanding the learning process and difficulties of the learners. The obtained quantitative data to EXCEL for descriptive statistics, qualitative data by constant comparison method to classify and analyze. The results of the case study showed as follows: 1.Two students in "Chu’s attention test", pre-test and post-test performance has improved,after 10 weeks of table tennis teaching, the progress rate of 6.25% and 56%. 2.Two students in " hand-eye coordination test", pre-test and post-test performance has improved,after 10 weeks of table tennis teaching, the progress rate of 14%. 3.The researchers use an incentive strategy, transfer the situation,simplify the strategy of the course difficulty,and peer guidance, students with intellectual disabilities can effectively enhance the table tennis learning outcomes. 4.Through the case study,the researchers had developed a better understanding of the sports table tennis curriculum lesson plans written ability and teaching skills adapt with the teaching professional growth.en_US
dc.description.sponsorship體育學系zh_TW
dc.identifierGN0595041214
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595041214%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/105390
dc.language中文
dc.subject桌球教學zh_TW
dc.subject智能障礙zh_TW
dc.subject注意力zh_TW
dc.subject手眼協調能力zh_TW
dc.subjectTable Tennis Teachingen_US
dc.subjectIntellectual Disabilitiesen_US
dc.subjectAttentionen_US
dc.subjectHand-Eye Coordination Abilityen_US
dc.title桌球教學對智能障礙學生注意力與手眼協調能力影響之行動研究zh_TW
dc.titleAn Action Research of Table Tennis Teaching on Students' Attention and Hand-eye Coordination Ability with Intellectual Disabilitiesen_US

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