視覺障礙學生參與融合式適應體育教學同儕接納態度之研究

dc.contributor闕 月 清zh_TW
dc.contributorKeh Nyit Chinen_US
dc.contributor.author黃梅貞zh_TW
dc.contributor.authorHuang, Mei Chenen_US
dc.date.accessioned2019-09-05T07:39:02Z
dc.date.available2010-12-09
dc.date.available2019-09-05T07:39:02Z
dc.date.issued2009
dc.description.abstract本研究目的主要探討視覺障礙學生參與融合式適應體育教學之同儕接納態度,每週進行二節體育課,每節活動時間45分鐘,持續10週的活動,以瞭解同儕接納態度的變化。本研究方法採問卷調查法,針對臺灣中部某國中一班普通班,一位因早產2個月,被醫生診斷為視網膜剝離,雙眼全盲的14歲國中女生及問卷對象男生17位,女生17位總計35位學生進行教學並實施「參與融合式適應體育教學問卷」調查,計「認知」表現有13題,「情意」表現有13題,「行為」表現有13題,共計39題,將調查結果處理分析,做描述性統計。研究結果:一、視覺障礙學生參與融合式適應體育教學前後,在整體的同儕接納態度呈現正向積極且高度肯定;二、視覺障礙學生參與融合式適應體育教學前,分量表總平均數認知部分4.01,教學後,「認知部分」分量表的各題總平均 4.3,同儕「認知」接納態度正向積極且高度肯定;三、視覺障礙學生參與融合式適應體育教學前,分量表的各題總平均情意部分3.92,教學後,「情意部分」分量表的各題總平均 4.21,同儕「情意」接納態度正向積極且高度肯定;四、視覺障礙學生參與融合式適應體育教學前,分量表的各題總平均行為部分3.88,教學後,「行為部分」分量表的各題總平均4.33,同儕「行為」接納態度正向積極且高度肯定。本研究結論為視覺障礙學生參與融合式適應體育教學後,同儕接納態度屬於高度肯定且正向積極,顯示融合班級實施融合式適應體育教學有其必要性。zh_TW
dc.description.abstractThe purpose of this study was to investigate the peer attitudes towards the visual impairment student in the inclusive physical education class. The participants of this study were one 14-year-old Junior High School female student, who was one-month prematurely delivered and diagnosed blind as a result of retina peeling, and her classmates. Inclusive physical education instruction was conducted to the visual impaired student and a class of 17 male students and 17 female students, a total of 35 students. Instruction included 20 sessions of 45 minutes each and students met twice per week. Questionnaire was administered to the students in order to investigate their attitudes towards the visual impaired student. Data from the questionnaire were analyzed using descriptive statistics. .The results indicated that (1) the level of peer attitudes towards the visual impairment student in the inclusive physical education class was high and positive; (2) the level of cognitive acceptance attitude for pre and post instruction appeared to be positive, was 4.01 and 4.30 respectively; (3) the level of affective acceptance attitude for pre and post instruction appeared to be positive, was 3.92 and 4.21 respectively; (4) the level of behavioral acceptance attitude for pre and post instruction appeared to be positive, was 3.88 and 4.33 respectively. In conclusion, evidence showed that the students’ acceptance attitude was more positive after inclusive physical education instruction. This has implication for implementing and promoting the practice of inclusive teaching in physical education class.en_US
dc.description.sponsorship體育學系zh_TW
dc.identifierGN0595041209
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595041209%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/105385
dc.language中文
dc.subject視覺障礙zh_TW
dc.subject融合式適應體育zh_TW
dc.subject同儕接納態度zh_TW
dc.subjectVisual impairmenten_US
dc.subjectinclusive physical educationen_US
dc.subjectpeer acceptance attitudeen_US
dc.title視覺障礙學生參與融合式適應體育教學同儕接納態度之研究zh_TW
dc.titlePeer Attitudes towards the Visual Impairment Student in the Inclusive Physical Education Classen_US

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
n059504120901.pdf
Size:
522.44 KB
Format:
Adobe Portable Document Format

Collections