多感官教學應用於聽覺障礙學生蛙式游泳之個案研究

Abstract

本研究旨在探討多感官教學介入游泳課程教學的成效、聽覺障礙學生的學習效果，以及研究者在行動過程中克服教學困境之省思與專業成長。研究參與者為一名國中重度聽覺障礙學生，介入教學期間，實施五週十節的多感官蛙式游泳教學，從實際行動中探索聽覺障礙學生在多感官游泳學習過程中所遇到的問題，透過教學者日誌、觀察員回饋單、影像資料與深度訪談等多元資料蒐集與分析，深入瞭解其教學策略的成效、研究參與者的學習效果，以及研究者教學歷程省思與專業成長。所得質性資料加以編碼處理並進行歸類分析，採三角檢驗法交叉檢核多元資料之可信度。所得結果如下：一、教學者善用教學策略助於提升聽覺障礙學生學習成效。二、多感官游泳教學對聽障學生的技能、認知、情意有良好的效果。三、透過行動研究使教學者提升體育教學專業能力。綜合上述研究結果，提出下列具體建議：一、教師設計豐富且有彈性的體育教學：教學前瞭解聽覺障礙學生的需求與限制，充分運用其他感官進行教學，適時給予正增強，提升學生參與動機。二、學校提供友善的學習環境：採單純教學環境，避免聽覺障礙學生不必要的視覺干擾。三、對未來研究建議：嘗試採用融合式的體育教學方式或運用其他體育教學項目，探討聽覺障礙學生的口語表達、人際互動、身體活動能力以及學習效果的變化情形。

The purpose of this study was to examine the learning effects of multisensory teaching in swimming programs for hearing impaired student, as well as the thinking and professional growth of researcher in overcoming teaching difficulties during the course of action. The participant was a middle school student with severe hearing impairment. During the teaching intervention, a five-week multisensory breaststroke swimming lesson, with 2 sessions per week were conducted. The problems encountered and coped by the hearing impaired student during the learning process were also explored. The data were collected through teacher journals, observer feedback sheets, video tapes and pictures, and in-depth interviews to gain a deeper understanding of the effects of teaching strategies, the participant's learning outcomes, as well as researcher’s teaching process thinking and professional growth. All the qualitative data were encoded and analyzed inductively. The processed classifications were verified for trustworthiness using triangulation method. Results showed that: 1. Teachers made good use of teaching strategies could help students with hearing impairments to improve greatly in learning. 2. Multisensory swimming teaching was effective for skills, cognition and affection learning of student with hearing impairment. 3. Action research enabled teacher to improve the physical education teaching abilities and professional growth. Based on the above findings, 3 suggestions were proposed: First, teacher should design rich and flexible physical education lessons: Understand the needs and limitations of students with hearing impairments, use multisensory teaching and provide timely positive feedback to increase student’s motivation for participation. Second, schools should provide a friendly learning environment: A simple teaching environment can avoid unnecessary visual disturbances for students with hearing impairments. Third, for future research: Adopt inclusive physical education teaching or use of other activity to study oral expression, interpersonal interaction, skill performance and the changes of learning effectiveness of the student with hearing impairments.