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題名：自閉症學童適應體育教學方法：以證據本位實務為基礎
書刊名：大專體育
作者：陳昭宇／蔡嘉鈺
作者(外文)：Chen, Chao-yu／Tsai, Chia-yu
出版日期：2017
卷期：142
頁次：頁1-12
主題關鍵詞：社會腦；社會能力；運動教育模式；整合性遊戲團體；體育教學；Social brain；Social competence；Sport education model；Integrated play group；Teaching styles in physical education
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適應體育是一門個別化的計畫，透過活動方案的規劃達到教學目標並改善學童的生活品質，在均等、生活品質、人權的正常化原則的基礎上，增進其在體育課中享有同樣的教學資源與教學成效。本文目的是將運動教育模式的特徵架構於整合性遊戲團體要素之上，以遊戲理論為基礎，證據本位實務為輔，建構自閉症學童適應體育教學方法。透過文獻分析法進行相關文獻的歸納與統整，首先論述自閉症學童的社會溝通特質，細分為社會─情緒互動缺損、社會互動上非口語溝通行為缺損、發展與維繫人際關係能力缺損等三項，再來分析自閉症學童腦神經的生理現象，瞭解其造成溝通、社會互動與行為之嚴重問題所導致這類兒童在學習及生活適應上有顯著困難的原因，是否與腦傷或功能不全、社會腦功能失常、或鏡像神經元活化異常有關。綜合過去文獻所得結語發現人類大腦就是一個社會腦，學習不僅能改變大腦結構，體育課中的身體活動也能促進社會能力的發展，更是共同合作的學習歷程，而運動教育模式是實踐社會腦的有效策略，能促進自閉症學童在社會心理、身體與認知的發展，提升其未來社會生活的適應能力。
Adapted physical education offers a planned, individualized program which can meet instructional goals and improve the quality of life for students with disabilities. These students can share the same educational resources and teaching effects as others based on the principles of normalization, equity, life quality, and human rights. The purpose of this paper is to discuss the teaching methods of adapted physical education for students with autism, using a sport education model constructing an integrated play group that is based on the game theory and evidence-based practice. In this paper, literature analysis was used to integrate related studies. First, we examine the characteristics of social communication of the students with autism: deficits in social-emotional interaction and nonverbal communication, and challenges developing and maintaining interpersonal relationships. Second, we discuss the cranial nerve as related to problems of the communication, interaction and behavior; autism could stem from brain injury, dysfunction of the social brain, or mirror neuron dysfunction. We conclude that the human brain is a social brain; therefore, the structure of the brain could be changed through learning, and social competence also could be developed during physical education. Utilizing a practical sport education model to engage and teach the social brain would promote psychosocial, physical, and cognitive development and enhance the social adaptation in the future.
期刊論文
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15.Hastie, P. A.、Curtner-Smith, M. D.(2006)。Influence of a hybrid sport education-teaching games for understanding unit on one teacher and his students。Physical Education and Sport Pedagogy，11(1)，1-27。  new window
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31.陳昭宇(20160600)。探究遊戲在體育教學的價值：經驗學習理論的應用。中華體育季刊，30(2)=117，97-104。new window  延伸查詢new window
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44.Tindall, D.、Foley, J.(2011)。Assessment modifications for students with disabilities in sport education。Journal of Physical Education, Recreation and Dance，82(7)，30-37。  new window
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學位論文
1.阮藍瑩(2013)。同儕介入策略對增進國小高功能自閉症學生社會互動之研究(碩士論文)。國立屏東教育大學，屏東縣。  延伸查詢new window
2.馮士軒(2004)。同儕核心反應訓練對增進國小自閉症兒童社會互動成效之研究(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
3.林秀茜(2011)。樂在水中教學模式對自閉症學生體適能及社會互動影響之研究(碩士論文)。臺東大學，臺東縣。  延伸查詢new window
4.吳淑敏(2003)。同儕媒介暨社交技巧教學對增進自閉症兒童社會能力之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.黃春莉(2004)。游泳教學活動對自閉症學生學校適應個案研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.Jensen, Eric(2005)。Teaching with the brain in mind。Association for Supervision and Curriculum Development。  new window
2.Siedentop, Daryl、Hastie, Peter A.、van der Mars, Hans(2004)。Complete Guide to Sport Education。Human Kinetics。  new window
3.Jensen, E. P.(2008)。Brain-based learning: The new paradigm of teaching。Thousand Oaks, CA：Corwin Press。  new window
4.Winnick, Joseph P.、周俊良、陳張榮、高桂足、朱彥穎、潘倩玉、徐錦興、蔡佳良、林曼蕙(2012)。適應體育。臺北市：禾楓。  延伸查詢new window
5.Tileston, D. W.(2005)。Ten best teaching practices: How brain research, learning styles, and standards define teaching competencies。Thousand Oaks, CA：Corwin Press。  new window
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12.宋維村(2000)。自閉症學生輔導手冊。臺北市：教育部特殊教育小組。  延伸查詢new window
13.Bransford, J. D.、Brown, A. L.、Cocking, R. R.、Donovan, M. S.、Pellegrino, J. W.、鄭谷苑、郭俊賢(2004)。學習原理：心智、經驗與學校。臺北市：遠流。  延伸查詢new window
14.Quill, K. A.、楊宗仁、王盈瓔、楊麗娟(2010)。做．看．聽．說：自閉症兒童社會與溝通技能介入手冊。臺北市：心理。  延伸查詢new window
15.Ratey, J. J.、Hagerman, E.、謝維玲(2009)。運動改造大腦：IQ和EQ大進步的關鍵。新北市：野人文化。  延伸查詢new window
16.Gazzaniga, M.(1985)。The social brain: Discovery the networks of the mind。New York, NY：Basic Books。  new window
17.Singer, D. G.、Golinkoff, R. M.、Hirsh-Pasek, K.(2006)。Play = learning: How play motivates and enhance children's cognitive and social-emotional growth。New York, NY：Oxford University Press。  new window
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20.楊蕢芬(2005)。自閉症學生之教育。台北：心理。  延伸查詢new window
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圖書論文
1.Braden, J. P.、Shemoff, E. S.(2008)。Why the need for evidence-based interventions?。Evidence-based interventions for students with learning and behavioral challenges。Routledge。  new window
2.黃金源(2008)。泛自閉症障礙兒童。自閉症兒童的治療與教育。臺北：心理。  延伸查詢new window
3.Vygotsky, L. S.(1978)。Interaction Between Learning and Development。Mind in Society: Development of Higher Psychological Processes。Cambridge, MA：Harvard University Press。  new window
4.黃金源(2008)。自閉症兒童的認知變異及教育對策。自閉症兒童的治療與教育。臺北：心理。  延伸查詢new window
5.黃金源(2008)。自閉症的原因及藥物治療。自閉症兒童的治療與教育。臺北市：心理。  延伸查詢new window
6.Schultz, R. T.、Robins, D. L.(2005)。Functional neuroimaging studies of autism spectrum disorders。Handbook of autism and pervasive developmental disorders。Hoboken, NJ：Wiley。  new window
 
 
 
 
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