運用定向越野教學對學習障礙學生自我概念發展之影響：行動研究的策略

Impact of using orienteering on the development of the self-concept of students with learning disabilities: An action research

10.6222/pej.202103_54(1).0006

吳維恩(Wei-En Wu)；王伯宇(Po-Yu Wang)；陳渝苓(Yu-Ling Chen)

資源班 ； 戶外教育 ； 教學策略 ； 定向運動 ； special education classroom ； outdoor education ； teaching strategy ； orienteering

體育學報

54卷1期（2021 / 03 / 01）

65 - 86

繁體中文

緒論：根據統計，學習障礙學生近年成為校園內人數最多的特殊族群，因其先天神經功能異常，導致學習時承受許多壓力，而非知能方面的問題如情緒解讀、人際關係，知覺概念與注意力，有時比學業學習更困擾學障生，成為前線教學者的困難。諸多研究指出，在眾多運動項目當中，「定向越野」是一種可以整合情緒及注意力的運動，並具有提升團隊凝聚力及改善生活效能等效益。因此有鑑於實務教學者面臨的問題，本研究在開放教室的情境下於國中資源班的學科課程中融入定向越野運動的教案行動，試圖了解此教案對於學習障礙學生自我概念的可能貢獻。方法：本研究採取質性範式中的行動研究，以六個學習障礙個案為主要研究參與者，施行十週融入學習科目的定向運動課程為主要教學行動。資料搜集主要透過前線教師的現場觀察，師生的深度訪談，以及筆記作業等個人資料為主要資料來源，並使用紮根理論進行分析，希望能藉此了解定向越野介入學習後之對其自我概念影響，並企圖提出有效的教學策略。結果如下：一、在開放教室情境中重新釐清國中學習障礙學生之自我概念之現況；二、定向越野運動教學對學習障礙學生之自我概念效益顯現於自信心提升、情緒穩定度、人際關係改善，以及引發學習意願的部份；三、定向越野教案與教學策略的確立。結論：從研究得知，定向越野運動課程對國中學習障礙學生的自我概念具有正向影響，但無法瞬間提昇學習表現，而根據研究修正過後的定向越野教案值得推薦運用在資源班的教學情境中。

Introduction: In recent years, students with learning disabilities have become the largest special needs group on campuses. Due to their congenital dysfunction, non-intelligence issues, such as emotional interpretation, interpersonal relationships, perceptions, and lack of attention, are sometimes more troublesome for those students than academic learning itself. For teachers on the frontlines, this situation must be prioritized because it has made teaching more difficult and complicated. According to previous studies, ＂orienteering＂ is an outdoor sport capable of enhancing emotions and attention, and has additional benefits of improving group cohesion and life efficiency. For the purpose of improving the current curriculum for students with learning disabilities, this study adopted an open-classroom setting and integrated orienteering actions into the regular programs for students in a special education context. Methods: Under the principle of action research, a 10-week orienteering action was employed in a special classroom, and six students with learning disabilities agreed to participate in this qualitative study. The in-depth interviews, onsite observations, and individual documents, including notes, grades, and class records, were gathered as data, followed by the grounded theory analysis. Results: First, the problems regarding self-concept constructs among students with learning disabilities were re-discovered in the open-classroom setting, and this process became the foundation for modifying the orienteering actions used in this study. Second, the benefits of the orienteering program for students with learning disabilities were seen in the transformation of their self-confidence, emotional stability, improved interpersonal relationships, and their learning motivation. Conclusion: First, the condition of the self-concept among learning disabled students was rediscovered through an open-classroom setting. Second, the modified orienteering programs in this study demonstrated positive development progress on the self-concept construct for students with learning disabilities in middle school, but their change in academic performance was limited. Furthermore, the modified orienteering action plan, according to this research, was confirmed and worth recommending for use in the various teaching contexts of resource classes.

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