卓俊伶Hank Junling Jwo張晉忠Chin-chung Chang2019-09-052006-7-172019-09-052006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0591041006%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/105274本研究採用體育課學生行為觀察系統，觀察學習障礙及一般學生在融合式體育課之行為表現，進而探討學生在課堂中參與運動時間的情形。拍攝融合有學習障礙學生之八年級資源班級上課之教學實況，教材為六節籃球運球上籃課程，採用五秒大數間歇紀錄法，觀察記錄兩位學習障礙學生及四位一般學生在融合式體育課中的行為表現。觀察員內信度各為89.6%、91.8%，觀察員間信度為88.5%；以描述統計方法，計算百分比，結果顯示：一、在融合式體育教學中，學習障礙學生在等待、接受訊息、整隊的行為表現上較一般學生為多；在練習、比賽、安排器材、溝通、分心、發出訊息、協助、不見了的行為表現上較一般學生為少；而在體能活動及探索行為上與一般學生沒有差異；二、在融合式體育教學中，學習障礙學生的運動參與時間表現較一般學生為少。This study utilized the system of Behavior of Student in Physical Education (BESTPED) to investigate the differences of behavior between students with and without learning disabilities (LD). Students』 motor engagement time (MET) in PE class was also calculated. With six-class basketball dribbling and shooting, this study, using the five-second interval coding, videotaping 2 students with LD and 4 students without disabilities in the PE class of a resource class of 8th grade by the BESTPED. By means of descriptive statistics, with observers』 intra-rater reliabilities 89.6% and 91.8%, observers』 inter-rater reliability 88.5%. The percentage calculation, the findings of this study were as follows: (1) In inclusive physical education, students with learning disabilities, compared with students without disabilities, scores were higher in awaits, receives input and position, and scores less in practice, game-playing, equip, communicate, diverge, gives output, assist and off-monitor; while both scores the same in exercise and explore behavior. (2) In inclusive physical education, students with learning disabilities, compared with students without disabilities, scores were lower in motor engagement time.學習障礙融合式體育體育課學生行為觀察系統運動參與時間learning disabilitiesinclusive physical educationbehavior of student in physical educationmotor engagement time