研究生: |
潘麗芬 Lei-fen Pan |
---|---|
論文名稱: |
固定時間延宕教學策略對輕度智能障礙者動作技能學習成效的影響 |
指導教授: |
卓俊伶
Jwo, Jun-Ling |
學位類別: |
碩士 Master |
系所名稱: |
體育學系 Department of Physical Education |
論文出版年: | 2005 |
畢業學年度: | 93 |
語文別: | 中文 |
論文頁數: | 122 |
中文關鍵詞: | 固定時間延宕教學策略 、智能障礙學生 、學習成效 、運動技能連鎖工作 |
英文關鍵詞: | Constant time delay teaching strategies, student with mental retardation,, learning effect,, motor skill chained tasks |
論文種類: | 學術論文 |
相關次數: | 點閱:237 下載:25 |
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摘 要
本研究以固定時間延宕教學策略對輕度智能障礙者動作技能學習成效,採用單一受試實驗設計模式之比較介入中的交替處理進行研究,並選擇適當控制提示,以口語複誦、複誦加動作模仿、肢體協助、讚美的方式輔助教學,進行測試固定時間延宕教學策略,是否將會影響動作技能達成目標行為表現。本研究實驗參與者由二位各自八、九年級輕度智能障礙學生,進行研究以「固定時間延宕教學策略」為自變項,以學習三項運動項目:籃球定點運球墊步跳投、羽球與桌球發球連鎖動作工作為依變項,以及檢測在不同情境實施教學階段中暸解學習成果、學習效率,以及維持期、類化效果情形。經視覺分析法,本實驗結果得到的結論:(一)固定時間延宕教學策略對教導輕度智障學生學習連鎖運動技能,都能使實驗參與者產生良好的立即學習效果,且達到正向滿意度﹔(二)甲生比乙生較明顯進步,且較早達到標準行為。在動作過程品質的表現,甲生優於乙生﹔(三)固定時間延宕教學策略,都能使實驗參與者表現達一週以上,具有良好的維持效果﹔(四)固定時間延宕教學策略對教導輕度智障學生學習運動技能,以羽球、桌球的發球動作具有某些類化效果,且達到正向滿意度﹔(五)甲生與乙生二位實驗參與者給予提示前或提示後的錯誤反應比例差距大﹔(六)甲生與乙生二位實驗參與者給予提示前錯誤反應比提示後的錯誤反應差距小,三項錯誤次數佔該運動技能連鎖工作總反應次數比例較少,出現低錯誤率現象﹔(七)甲生出現運動動作型態錯誤、動作順序錯誤、期限錯誤、起始錯誤比乙生少﹔(八)運動動作技能型態錯誤、動作順序錯誤、期限錯誤及起始錯誤,此四類錯誤型態,以運動動作技能型態錯誤出現次數較多﹔(九)甲生與乙生出現動作順序錯誤、期限錯誤及起始錯誤,有所差距。
ABSTRACT
This research examined the influence of constant time delay(CTD) teaching strategies on the learning effect of the motor skill of students with mild mental retardation through the procedures using the alternating treatment design. The participants were two students with mild mental retardation in eighth and ninth grades respectively.
The “constant time delay teaching strategy” was used as the independent variable, and the learning of three sports as dependant variables, namely, basketball fixed point dribbling and step advance to jump shot, the chain movement of badminton, and the table tennis serving.
Conclusions obtained through visual systematic analysis were as follows: (a)the constant time delay teaching strategy could help participants obtain good and immediate learning effects in the chain movement skill, and achieve positive satisfaction; (b) student A had more significant improvement than student B, and achieve standard behavior earlier. In terms of the quality of action process, student A is better than B; (c) constant time delay teaching strategies could maintain participants’ learning effect for more than one week; (d) it had certain generalized effects in teaching their learning of sports skill, such as the serving of badminton and table tennis, and achieved positive satisfaction; (e) the two participants had significant difference in the percentage of error reaction before or after giving cues; (f) the difference of the error reaction of the two participants was smaller after giving; (g) student A’s error in movement action pattern, motor sequence, duration errors and start errors were less than student B; (h) of the four error types, namely, movement action skill pattern, motor sequence, time limit and start, and the movement action skill pattern had most error times; (i) they had difference in the errors of action sequence, time limit and start.
Keywords: Constant time delay teaching strategies, student with mental retardation,
learning effect, motor skill chained tasks
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