體育教師與特教教師對學生行為管理技巧之個案研究

Abstract

摘要

本研究以體育教師與特教教師為研究對象，探討其在啟智學校適應體育課教學中教師對學生行為管理技巧之比較，探討兩者之間對學生行為管理的理念與實際之差異。本研究目的為：1.探討體育教師與特教教師於學生行為管理技巧觀察工具在類目上之差異。2.探討體育教師與特教教師於學生行為管理技巧觀察工具使用時機技巧上之差異。3.探討體育教師與特教教師在學生管理行為的理念與實際之差異。4.探討影響體育教師與特教教師在學生管理行為的理念與實際之因素。本研究採用PEPCI系統觀察工具觀察一所特殊學校之一名體育教師與一名特教教師實地教學，每位教師均進行四節課的籃球單元教學，並於教學前與資料分析後進行半結構式的訪談。其研究結果如下：兩位教師較常使用的管理技巧有：就定位、接觸、引起注意、安置器材、說明規則、叫名字等；體育教師對於預防性管理技巧較多於指導性，特教教師則反之；兩位教師會先對學生的行為進行了解，上課時會依學生不同的反應進行處理與控制。所使用的學生行為管理技巧，提供特殊學校在適應體育課程教學學生行為管理技巧之應用，並作為師資培育課程之參考。

Abstract

The purpose of this study was to analyze the pupil behavioral control techniques of one experienced physical education teacher and one experienced special education teacher in adapted physical education class at a special school. The main objectives were: (a) to analyze pupil behavioral control techniques of physical education teacher and special education teacher using Physical Education Pupil Control Inventory (PEPCI); (b) to analyze the use of time frame of PEPCI by both teachers; (c) to examine the difference between teachers’ beliefs and the practices of pupil behavioral control techniques; (d) to examine the factors which influenced teachers’ beliefs and practices of pupil behavioral control techniques. Four sections of basketball lesson for each teacher were videotaped for later coding and analyzing with a revised PEPCI. Interview was used to examine the teachers’ beliefs of pupil behavioral control techniques and to investigate the link between their beliefs and practices. The results indicated that both physical education and special education teachers adopted anticipatory behavior control techniques the most. The behavioral control techniques that constantly employed by both teachers included ignoring, physical contacting, gaining attention, immobilizing, stating rule, calling name. Physical education teacher used more anticipatory techniques then tutorial techniques, while special education teacher was opposite. Based on the understanding of pupil behavior, both teachers selected control techniques and strategies according to the students’ levels of reaction. The implication of this study is to promote the effectiveness of adapted physical education teaching by increasing desired pupil behavioral control technique which cited in pupil behavioral control literature and to provide insight about emphasizing behavior management course in teacher training.