特教生在動作學習中加入鏡像神經元理論之個案研究

Case Study of Adding Mirror Neuron Theory in Movement Learning of Special Education Student

張碧峰(Bi-Fon Chang)；廖盈絜(Ying-Chieh Liao)

特教生 ； 動作學習 ； 鏡像神經元 ； special education student ； movement learning ； mirror neuron theory

特殊教育與輔助科技學報

9期（2016 / 12 / 01）

23 - 33

繁體中文

目的為探討鏡像神經元的活化是否能促進特教班的學生手眼協調，以提昇學習的成效。研究對象為特教班學校特教生10名，個案皆具有基本溝通能力，能進行簡單交談。本研究為個案研究，以觀察法與教學介入方式，協助肢體動作學習統合的學習過程。結果發現：一、未介入鏡像神經元教學前，受試者對於球類的學習常僅限於籃球，而對於其他球類興趣缺缺，學習動機不高。二、經過鏡像神經元的教學後，受試者對於羽球的接受度與興趣逐漸提高，且藉由鏡像神經元的教學影片的引導，讓受試者對於羽球的擊球動作有清楚了解與熟練。三、因此，對於球類的熟練度更加提升後，回擊球的次數增加，逐漸累積自信心，促使其更勇於表現自我，逐步重塑受試者的自我認同感。

The aim of this study is to discuss whether mirror neuron activation benefits the improvement of hand-eye coordination of special education students, thus enhance the effectiveness of the learning process. The participants of this study include 10 special education students who capable of basic communication skills and able to conduct easy conversation. This research is based on case studies, by means of observation, teaching intervention and different analyzing perspective able to assist special education students in integration stage of the learning process. The main findings of this study were as the following: 1. Before adding mirror neurons to the teaching process, the interest of sports of the special education students are often limited basketball only and they lack interest in other sports. Furthermore, the motivation of learning was low. 2. After introducing the mirror neuron, the students gradually accepts and starts to take interest in badminton. By showing the special education students tutorial videos of mirror neurons, they are more likely to understand the batting movement of badminton and therefore more skilled. 3. Being more familiar with the sports, the shots they can return also increases. As a result, they will gain confidence during the process and more likely to express themselves with great courage and gradually shape the self-identity of the participants.

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