高雄市國民中小學適應體育教學實施現況與需求調查

Abstract

本研究旨在瞭解高雄市國民中小學對身心障礙學生實施適應體育教學的現況、適應體育實施的困難與需求，並探討不同背景變項在適應體育支援服務、實施適應體育的困難與需求之差異情形。本研究採用問卷調查法進行資料蒐集，有效問卷共152份。問卷所得資料分別以描述統計、t考驗及單因子變異數分析進行資料處理。根據本研究結果可以歸納以下結論：（一）身心障礙學生的體育課安置是以融合式安置為主，國小與國中都面臨師資缺乏的問題，而現職的教師有半數都缺乏適應體育專業知能。（二）只有三成的學校有另外安排適應體育課程，課程規劃、教學計劃和教材編訂，多數是教師自行擬定的。適應體育的教材內容以基本動作訓練、體能活動和運動技能為主。（三）高雄市的國小與國中，在人力方面的支援服務是不足的。而場地設施雖然足夠，卻有無障礙設施不足的情況。提供的教具與普通班級一樣，但是缺乏適用的適應體育教具和輔助器材的支援。此外，教師也很少尋求相關人力與物力的支援服務。（四）高雄市實施適應體育主要的困難，是教師專業能力的不足，以及缺乏適應體育的教材。（五）目前高雄市各國小與國中的教師，最需要的是提升在職教師的專業知能、廣設在職進修的管道、編訂適應體育的教材與健全相關支援系統。

The purpose of this study was to investigate the present situation, the difficulties and needs of implementing adapted physical education (APE) on students with disabilities in elementary and secondary schools in Kaohsiung city. It aimed to examine how different background variables would influence the supportive service and the difficulties in the implementations of APE. The questionnaire was adopted as the major instrument in methodology of this study. Totally, 152 questionnaires were valid. The data collected were analyzed by descriptive statistics, t test, and ANOVA. The results of this study were summarized as follows. First, the inclusion model was considered the most appropriate placement for students with disabilities. Both elementary and secondary schools were lack of teachers. Most of the teachers were not professionally trained in APE. Second, only one-third of the schools provide extra APE courses, in which the teaching plans, teaching materials, and curriculum design were prepared by the teachers themselves. The contents of the APE courses mainly focused on the trainings of fundamental movements, physical fitness activities, and sport skills. Third, most of the elementary and secondary schools in Kaohsiung city did not provide sufficient human resources for supportive service. Although the general equipment was sufficient, the special equipment for students with disabilities was not sufficient. The teaching instruments were almost the same as those in regular class. The teachers did not have or seek supports from APE resource and facilities. Fourth, the major obstacle of APE lied in lack of professional teachers and insufficiency of APE teaching materials. Last but not least, it was urgent to offer on-job trainings for teachers in order to enhance their professional knowledge and skills to provide thorough APE teaching materials and supportive systems.