臺北市國小特教教師樂樂棒球之領導行為與有效教學因素研究
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2013
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Abstract
本研究旨在探討臺北市國小特教教師教導樂樂棒球領導行為與有效教學因素，訪問8名具備三年以上樂樂棒球教學經驗的臺北市特教教師，透過參與觀察國小特教教師教導樂樂棒球的過程，以質性半結構式訪談法，進一步瞭解特教教師領導行為與有效教學的實際情況。
本研究提出四項結論：
1. 特教教師領導行為內涵之共通性：球賽中有效組織球隊、善用正向鼓勵行為、球賽外建立良好師生關係。
2. 特教教師領導行為內涵之獨特性：個人特質與教學理念影響領導行為、善用不同領導方式導正學生行為。
3. 有效教學因素之共通性：以學生個別需求為前提、教學團隊合作無間、協同教師皆缺乏棒球經驗。
4. 有效教學因素之獨特性：擁有不同的學習環境、教學目的、結合不同課程融入樂樂棒球、學生學習評量差異化。
本研究提出三項建議，做為繼續推動樂樂棒球運動之參考：
1. 對學校特教教師：正向鼓勵教導樂樂棒球，有助於學生學習、將樂樂棒球列入正式課程、體育教師與特教教師協同教學、邀請家長參與樂樂棒球課程、配合個別化教育計畫，落實有系統的教學評量、根據學生個別差異選擇適合的教學方式。
2. 對學校行政單位：舉辦校際特教教師樂樂棒球賽，增進交流共享教學經驗、提供樂樂棒球對適切的學習環境、增加樂樂棒球課程時數。
3. 對中華民國樂樂棒球協會：定期舉辦教師研習，培養樂樂棒球專業訓練技能、培訓專業樂樂棒球教練，協助課程教學、持續舉辦縣市特教錦標賽。
A Study of Leadership Behaviors and Effective Teaching Factors on Happy Baseball Teaching of Elementary School Special Educators in Taipei City Abstract The purpose of this study was to investigate the factors of leadership behaviors and effective teaching in elementary school special educators teaching happy baseball in Taipei city. Qualitative approach was adopted in the study. Eight special education teachers with over three years of happy baseball teaching experience were interviewed. The researcher further understood the situation of teacher’s leadership behaviors and effective teaching through observing the process of teaching happy baseball. The results were as following: 1. The commonness of content in leadership behavior of special educators: organize teams effectively in games, make good use of positive encouraging behavior, and build up good teacher-student relationship. 2. The uniqueness of content in leadership behavior of special educators: influence leadership behavior by characteristics and teaching beliefs, make good use of different ways of leadership to correct students’ behavior. 3. The commonness of factorsin effective teaching: students’ individual needs are preconditioned, the collaboration of the teaching staff, and all teacher assistants lack baseball experience. 4. The uniqueness of factors in effective teaching: different learning environment, instruction objectives, integrating classes with happy baseball, and student evaluation differentiation. Three recommendations for further impelling happy baseball were proposed as following: 1. For special educators: encourage teaching happy baseball helps students' learning, and happy baseball should be included into formal curriculum. Physical education and special educatiors should co-teach, invite parents to happy baseball courses, carry out with Individualized Education Program, implement systematic teaching evaluation and apply a teaching method based on students' individual differences. 2. For school administration: hold inter-school special education happy baseball games, enhance sharing teaching experience, provide suitable happy baseball learning environment, and increase teaching hours for happy baseball. 3. For Chinese Taipei Happy Baseball Association: hold workshops periodically, cultivate happy baseball professional training skills, nurture professional happy baseball coaches, assist teaching, and keep holding competitions.
A Study of Leadership Behaviors and Effective Teaching Factors on Happy Baseball Teaching of Elementary School Special Educators in Taipei City Abstract The purpose of this study was to investigate the factors of leadership behaviors and effective teaching in elementary school special educators teaching happy baseball in Taipei city. Qualitative approach was adopted in the study. Eight special education teachers with over three years of happy baseball teaching experience were interviewed. The researcher further understood the situation of teacher’s leadership behaviors and effective teaching through observing the process of teaching happy baseball. The results were as following: 1. The commonness of content in leadership behavior of special educators: organize teams effectively in games, make good use of positive encouraging behavior, and build up good teacher-student relationship. 2. The uniqueness of content in leadership behavior of special educators: influence leadership behavior by characteristics and teaching beliefs, make good use of different ways of leadership to correct students’ behavior. 3. The commonness of factorsin effective teaching: students’ individual needs are preconditioned, the collaboration of the teaching staff, and all teacher assistants lack baseball experience. 4. The uniqueness of factors in effective teaching: different learning environment, instruction objectives, integrating classes with happy baseball, and student evaluation differentiation. Three recommendations for further impelling happy baseball were proposed as following: 1. For special educators: encourage teaching happy baseball helps students' learning, and happy baseball should be included into formal curriculum. Physical education and special educatiors should co-teach, invite parents to happy baseball courses, carry out with Individualized Education Program, implement systematic teaching evaluation and apply a teaching method based on students' individual differences. 2. For school administration: hold inter-school special education happy baseball games, enhance sharing teaching experience, provide suitable happy baseball learning environment, and increase teaching hours for happy baseball. 3. For Chinese Taipei Happy Baseball Association: hold workshops periodically, cultivate happy baseball professional training skills, nurture professional happy baseball coaches, assist teaching, and keep holding competitions.
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Keywords
樂樂棒球, 特教教師, 領導行為, 有效教學, happy baseball (Tee Ball), special educator, leadership behavior, effective teaching