Implementation of Curriculum Planning on Inclusive Physical Education in Primary Schools in Hong Kong
Keywords:Physical education, special needs population, teaching, 體育, 特殊需要學生, 教學
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
The purpose of this study was to examine how regular primary school PE teachers planning their inclusive physical education in Hong Kong. The questionnaires (IPESDQ) and cover letters with instructions for completing the questionnaire were delivered to 115 physical educators. A follow-up was made to contact nonrespondents two weeks and the final return rate of the survey was at 72.2% (n=83). Results showed most teachers (49.4%) used the curriculum guidance draft by themselves; only 10.4 % of teachers used individualized education plan (IEP), the most common teaching object (74.0%) was for understanding and enjoying exercise and sports; basketball, track and field, football, game, rope skipping, volleyball, badminton, and gymnastics were popularly used for teaching; Direct instruction strategy was popularly used by 72.7% of teachers and only 7.8% of teachers used inquiry teaching for inclusive physical education; Most teachers used sport skills (94.8%), attitude (92.2%) as evaluation contents. Perspectives for developing inclusive physical education service delivery were provided at last.
本研究採用修訂後的《融合體育教學》問卷，對小學體育教師進行了調查，目的在了小學體育教師如何規劃融合體育教學。83位教師回應了此次調查，經過統計後發現，49.4%的教師使用自己制定的課程綱要設計融合體育教學，僅有10.4%的教師採用個別化教學計劃(IEP); 教師普遍以瞭解和享受體育運動作為課堂教學目標(74.0%)；籃球，田徑，足球，遊戲，跳繩，排球， 羽毛球， 體操等教學內容受到教師的青睞；72.7%的教師採用直接教學法，僅有7.8%的教師使用探究式教學法；多數教師將運動技能(94.8%)，和態度(92.2%)作為評價學生學習的內容。
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