| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系 === 93 === Abstract
The purpose of this study was to investigate the effects of cooperative learning on of teacher-student interactions and peer relationships of a student with intellectual challenges in the inclusive physical education. The participant was a fifth grade student with mild intellectual challenges. Single subject withdrawal design was used for the research. The independent variable of this study was the treatment of cooperative learning. The dependent variables of this study were the changes in teacher-student interactions and peer interactions. Social status of student with intellectual challenges, observation of teacher-student interactions check lists, and questionnaires of peer relationships and cooperative learning were used to collect data. The study was conducted for 9 weeks with cooperative learning. The data were analyzed by visual analysis, C statistics, constant comparative and triangulation method. The results of this study were as followings: (1)Cooperative learning could increase the teacher-student interactions of student with intellectual challenges. (2)Cooperative learning could increase the social status, and the peer interactions of the student with intellectual challenges. (3)Cooperative learning could increase the initiative and passive behavior of teacher-student interactions and peer interaction of the student with intellectual challenges. The initiative behavior of the teacher-student interactions was mainly “group honor”. The passive behavior of the teacher-student interactions was “expecting to receive feedback”. The initiative behavior of the peer relationship was “to causes the attention of peer” while the passive behavior of the peer interactions was “subjected to peer”. (4) Cooperative learning was accepted by the students, the physical education teacher, special education teacher and mentor as an effective instructional strategy. The findings of this study could be used by physical education teachers, teacher education related units and researchers for reference.
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