CAFIAS系統觀察法分析適應體育教學之師生互動行為研究

10.29436/2010NANTAIWAN.201012.0154

鍾畯豐；張力元

系統觀察法 ； 適應體育 ； 師生互動行為

2010南台灣運動休閒產業理論與實務研討會專刊

2010（2010 / 12 / 01）

154 - 166

繁體中文

教育部98學年度統計資料指出，於國民教育階段有96.69％身心障礙學生分散於一般學校附設特殊班就讀，而實施體育課程考量教師專業多由專業體育教師進行適應體育之教學，教學後提供身心障礙學生良好身體發展與社會化互動。身心障礙學生除了身體缺陷尚有極大個別差異，如何提供最適性化的教育措施，保障其受教權，進一步滿足學生個別需求並充分發揮其潛能，為特殊教育的理想與首要工作。本研究針對身心障礙學生需求設計4節排球適應體育教學以瞭解教師與學生行為表現情形，採用CAFIAS系統觀察法，將師生上課互動行為以量化統計，探討國小體育教師對身心障礙學生施予適應體育教學時，師生行為表現情況。本研究結論有下列幾點：一、全部師生互動行為中，教師行為約七成，學生行為約三成，顯示教師互動行為比例較高，為教學的主導者。二、教師行為以口語表達為主，主要集中於提供指示佔約五成，顯示教師教學過程中多為指示學生活動之行為。三、學生行為以非口語為主，對於教師可預期性反應最高佔約七成，顯示教學過程中，學生大致上可以達到教師要求。本研究指出體育教師在教學時其教學行為與學生行為之差異，進而讓教師能自我評鑑上課成效，期望研究結果有助於國小體育教師實現優異的適應體育教學。

The statistical information of R.O.C. Ministry of Education in the academic year of 2010 indicates that 96.69％ of disabled students study in the inclusion classes of special education in ordinary schools. Considering pedagogic specialty, Adapted Physical Education (PE) is mostly instructed by specialized PE teachers, and this instruction provides good bodily development and social interaction for disabled students. Excluding physical defects, disabled students have many individual differences. Hence, the ideal and the most important work is to discover how to provide the most adaptive educational placements for disabled students, to safeguard their right to education, to satisfy individual demands of them, and display their full potential. In this research, for disabled students, a quadruple lessons scheme of Adapted PE Volleyball Instruction is made to observe behavioral performance of teachers and students; CAFIAS observing method is adopted to quantify Teacher-Student Interaction during class, gather statistics, and help explore the behavioral performance of elementary PE teacher and disabled students during the class of Adapted PE Instruction scheme. The conclusions from this research are as follows: One, in the entire Teacher-Student Interaction, teachers' behavior has accounted about 70% and students' behavior is about 30%. This shows that teachers' interacting behavior is higher proportion; as a result, teachers are the leading roles in the instruction. Two, teachers’ behavior is mainly oral expression, especially in ”Giving Instructions”, which is almost 50%. This shows that teachers chiefly instruct students in learning activities. Three, students' behavior is mainly non-oral expression, and the expected response to teachers reaches 70%. This shows that students can broadly reach teachers' requests. This research indicates the behavioral differences between PE teachers and students, and helps teachers estimate for the teaching effect. The research result is expected to help elementary PE teachers achieve excellent Adapted PE Instruction.