王華沛高藝真2019-08-282010-9-282019-08-282010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091301%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91684本研究針對五名就讀於特殊學校國中部重度障礙學生進行教學觀察，研究者採行動研究方式進行，希望可以透過教學中的觀察、反省與調整，探討以Wii 融入教學活動中對於學生休閒參與相關行為是否有所影響。 本研究共分三階段進行：「Wii Sport」遊戲教學、「第一次接觸Wii」遊戲教學以及第三階段進行自由遊戲。透過自編之「活動參與及互動情形觀察紀錄」進行教學觀察，結果發現： 一、 以Wii融入教學活動中，由於Wii活動吸引學生興趣，學生主動參與表現明顯增加，但活動參與度受多人同時輪流影響未出現顯著差異。 二、 在同儕互動影響部分則發現，學生主動要求參與、主動邀約及主動與人分享互動的次數都明顯增加； 三、 被動回應邀約與主動提出邀約成相互消長，被邀約次數多的學生主動邀約行為則相形較少出現。This study used action research method to implement the educational observation on five junior high school serve disabilities students studying in special education school. The researcher utilized the skills of observation, reflection and adjustment in the teaching in order to explore the influences of using Wii as an educational activity on the students’ leisure participation and the related behaviors. There were three phases of administering teaching activities: “Wii Sport” game, “first contact on Wii” game, and Wii free play. The researcher created “activity participation and interaction questionnaire” to observe and record the students in the teaching activities. The findings of the study were: 1. Because Wii activity attracted students’ interest, the level of students’ active participation increased clearly. However, the level of participation does not appear significant difference, because of the influences of many students taking turns to play Wii. 2. In the peer interaction, the amounts of students’ active request to participate, actively inviting others to participate, and actively sharing were increased apparently. 3. Passive feedback for inviting and actively providing invitation are mutual diminished. The students were invited more often, and their behaviors of actively inviting others appeared less.Wii休閒參與重度障礙學生教學方案同儕互動Wiileisure participationserve disabilities studentteaching activitypeer interaction