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來源資料
頁籤選單縮合
題名 | Analysis of Outcomes of an Inclusive Physical Education Program for Young Children=幼兒體能融合教學實施成效分析 |
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作者 | 簡美宜; Chien, Mei-i; |
期刊 | 嘉義師院學報 |
出版日期 | 19991100 |
卷期 | 13 1999.11[民88.11] |
頁次 | 頁251-289 |
分類號 | 523.23 |
語文 | eng |
關鍵詞 | 幼稚園; 幼兒; 融合教學; 體能; Kindergarten; Children; Inclusion; Physical education; |
中文摘要 | 本研究之目的在分析-專為幼兒設計之體能融合教學方案之執行成效。此一方案之設計旨在提昇能力懸殊團體中幼兒之動作表現與學習行為。此一融合教學方案施行於一幼稚園的融合班中,在此班級中的五位輕度障礙幼兒為此研究中之實驗組。比較組為同一班級中與此五位幼兒出生日期最接近者,而控制組則為同園中另一班級出生日期最為接近的幼兒。 研究結果分別以質化與量化兩種觀點呈現,質化結果係根據觀察札記進行分析,而量化結果則根據一動作量表之前後測表現而決定。學習行為的內容包含專注、自信、勇於接受挑戰、幫助同儕,及讚賞同儕。實驗組兒童在勇於接受挑戰的學習行為上呈現進步。未達半數的幼兒在協助同儕及讚賞同儕的行為上呈現進步,至於專注與自信的增進則未能在觀察中取得明確的證據。動作表現的內容包含感覺動作、語言社會能力、調整力、與肌強度。比較組的幼兒與控制組的幼兒在動作表現上進步的程度相近,在實驗粗中,一半以上的幼兒在感覺動作及語言社會能力上有所進步。總結以上發現,此一融合教學方案可幫助能力差異懸殊之班級在動作表現上與一般班級獲得相似的教學成效,而對輕度障礙幼兒勇於接受挑戰的學習行為,尤有明顯的助益。 |
英文摘要 | The purpose of this study was to analyze outcomes of an inclusive physical education (PE) program for young children. The inclusive PE program developed in this study aimed to improve movement-related performance of all children within a diverse group. In addition, the development of positive learning behaviors was emphasized. Thus, the improvement of a positive learning behavior was valued as the same importance as the movement-related performance in this program. This inclusive movement education program was implemented in an inclusive kindergarten class. All of the five children with mild disabilities in this class were designated as the experiment group. In the same class, the other five children who were the closest in their birth date with the individual child in the experiment group were designated as the compare group. Regarding the control group, five children in the other class of the same kindergarten were designated, because of the closest of their birth date with the individual child in the experiment group, too. Results were presented in qualitative and quantitative approaches respectively. Behavior themes of positive learning were defined as concentration, confidence, positively responding to challenge, helping peers, and appreciating peers. According to the qualitative analysis of observation logs, most children in the experiment group performed improvement on positively responding to challenge. The number of children made improvement on helping peers and appreciating peers did not exceed a half. There was none apparent evidence found about improvement on concentration and confidence. In quantitative approach, children in the compare group made improvement on their movement-related performance as good as the control group. Categories of movement-related performance were defined as sensory-motor, language-sociality, flexibility, and strength in this study. More than a half of children in the experiment group made improvement on sensory-motor and language-sociability. Generally, the inclusive PE program developed in this study helped children in a diverse class achieving movement-related performance as good as children in a regular class. In addition, this program was especially beneficial to the behavior of positive responding to challenge for children with mild disabilities. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。