闕月清Keh, Nyit-Chin李柏昂LI, Po-Ang2019-09-052021-01-012019-09-052016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060230008A%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104969目的：本研究旨在探討非行少年在個人與社會責任模式融入飛盤課程中：一、責任層級的表現情形。二、偏差行為的改善情形。三、責任層級與偏差行為間的相關情形。四、教師教學歷程與省思。方法：採用行動研究於信望愛少年學園之19名男性學生(平均16.2歲)，實施為期10週，每週2節50分鐘的TPSR模式融入飛盤課程。研究資料蒐集採「個人與社會責任問卷」、「偏差行為自陳量表」、學生學習單、師生訪談與教師教學日誌等，分別進行統計分析與內容分析法。結果與討論：一、學生在課程介入期間都有不同層次的成長與變化，亦產生將各層級學習遷移出體育館應用在日常生活中的能力。二、學生為了引起注意與被關心所產生偏差行為的惡性循環，在師生建立友善關係中，於認知上稍有改善，具體偏差行為略有減少，但還需要有長時間正確的楷模與引導。三、部分的責任層級與偏差行為有顯著負相關，提升學生尊重、幫助他人與合作的認知，有助於改善魯莽逃避與暴力攻擊等行為。四、隨著課程逐步調整教學設計並同時處理學生各種突發的狀況，都是教師教學歷程中寶貴的經驗與磨練。結論與建議：TPSR模式融入飛盤課程對於促進非行少年責任層級有個別不同的正面影響，亦有助於改善相關的偏差行為；若欲達到較好的教學品質，考驗著教師的課程設計與應變能力。培養學生責任感需要適當的賦權與支持的環境，建議未來實施TPSR課程模式在學校與相關機構之前，與相關教職員工進行教學信念的溝通、教學模式與課程設計的說明，從體育課開始提供學生友善的學習環境，提供有意願和能力的教師，在實施過程中有更多的支持。Purpose: The purpose of this study was to investigate the delinquents’ performance in Teaching Personal and Social Responsibility Model (TPSR) on Frisbee. Specifically, the responsibility level of the performance, the improvement of deviant behavior, the relationship between responsibility level and deviant behavior, and the teacher’s teaching reflection and experience during the teaching process. Method: This action research was implemented to 19 male students from The Faith, Hope and Love Academy (FHLA), with an average of 16.2. The 20 TPSR Frisbee lessons lasted for 10 weeks with two 50-minute sessions per week. The data was collected from “The Personal and Social Responsibility Questionnaires”, “Deviant Behavior of Young People Self-report Scale”, student learning sheet and interview, and teacher teaching log. The data was analyzed using statistical analysis and content analysis respectively. Results and discussion: The findings indicated that (1) During the course of Frisbee lessons, students showed different levels of growth and change. They were able to transfer learning out of the gym to their daily lives. (2) The vicious cycle of deviant behavior was due to trying to attract others attention. The deviant behavior was decreased after rapport had establishes among students and the teacher. (3) Part of the responsibility levels and deviant behavior were significantly negative correlated, meaning the awareness and knowing of student respect, helping others and cooperating with others allowed them to reduce escaping, reckless violence attack and other deviant behavior. (4) The gradual adjustment in instructional design and confrontation of unexpected events brought valuable experience to the teacher’s teaching. Conclusion and Suggestion: TPSR Frisbee lessons promoted the delinquents’ performance on responsibility levels and had different impacts on individual in reducing deviant behavior. Teacher’s ability in instructional designs and adapting was critical to successful implementation of TPSR. Empowering and supportive environment were critical to cultivate student’s sense of responsibility. It is suggested prior to the implementation of TPSR, communication of teaching beliefs, instructional designs, friendly learning environment, teacher’s ability and willingness and administrative support from the institute must be considered.個人與社會責任模式飛盤非行少年責任層級偏差行為Teaching Personal and Social Responsibility ModelFrisbeeDelinquentsResponsibility levelDeviant behavior