互惠式排球教學法對輕度智能障礙學生人際關係之影響 The Effects of Reciprocal Volleyball Teaching on the Personal Relationship of aStudent with Intellectual Disability

Abstract
本研究目的在探討Mosston體育教學光譜互惠式,對輕度智能障礙學生人際關係之影響,教學期間實施互惠式排球教學活動,每週2節,每節45分鐘,共10週,20節課,旨在探討輕度智能障礙學生於教學活動實施期間,在同儕互動方面的變化及班級同學、導師、家長對研究對象在人際關係的改善情形看法。本研究對象為國中三年級普通班一位輕度智能障礙女學生,研究方法採用觀察、問卷、訪談蒐集資料,研究工具為自編之「互惠式排球教學標準卡」、「人際關係問卷調查表」、「訪談大綱」於教學前、後,分別對班級同學、導師、家長進行問卷調查及訪談,所獲得的資料以描述性統計及進步率%,進行分析。本研究獲具體結果如下:一、互惠式排球教學活動實施期間,輕度智能障礙學生在口語互動及肢體互動方面有改善,同儕互動能力呈現進步現象;二、輕度智能障礙學生經互惠式排球教學活動後,班級同學認為其人際關係有改善,進步幅度為20.84%;三、輕度智能障礙學生經互惠式排球教學活動後,導師認為其人際關係有改善,進步幅度為25%;四、輕度智能障礙學生經互惠式排球教學活動後,家長認為其人際關係有改善,進步幅度為15.1%。整體而言,Mosston體育教學光譜互惠式,對輕度智能障礙學生人際關係,有正向的影響。
The purpose of this study was to examine the effects of reciprocal volleyball teaching on the personal relationship of a ninth grade female student with intellectual disability. The teaching lasted for 10 weeks, 45 minutes per class, 2 classes per week, 20 classes in total. The method of data collection included participant observation, interview and self-designed reciprocal volleyball teaching criteria card. Questionnaires were used to study the changes of the interpersonal relationship and to collect the opinions from her classmates, parents, and homeroom teacher about the improvements of the interpersonal relationship. Quantitative data were analyzed using descriptive statistics and progress percentage while content analysis method was used to analyze the qualitative data. The results were (1) The verbal and physical interactions, and the personal interactions with classmates were improved; (2) After the reciprocal volleyball teaching, the personal relationship between the student with mild intellectual disability and her classmates were improved by 20.84% according her classmates; (3) After the reciprocal volleyball teaching, the personal relationship between the student with mild intellectual disability were improved by 25% according her homeroom teacher; (4) After the reciprocal volleyball teaching, the personal relationship between the student with mild intellectual disability were improved by 15.1% according her parents. In Conclusion, the result findings indicated that the Mosston Physical Education Spectrum’s reciprocal teaching had positive effects on the interpersonal relationship.
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Keywords
教學光譜, 互惠式, 標準卡, 智能障礙, 人際關係, Teaching Spectrum, reciprocal teaching, criteria card, intellectual disability, interpersonal relationship
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