從身心障礙者權利公約觀點下同儕教學在融合式體育課上的應用

Application of Peer Tutoring in Inclusive Physical Education Classes from the Perspective of CRPD

融合環境下，同儕教學為融合環境下其中一種常見的融合體育教育策略，整理四種同儕教學融合式體育課的類型，並分析各個類型常見的成效及可能發生的限制及挑戰，提供教師在構思課程設計時，能夠參考並靈活運用。研究方法採用文獻回顧法，以「Peer Tutoring」、「同儕教學」、「同儕教導」、「體育」、「融合教育」、「特殊教育」、「特殊學生」為關鍵詞，使用線上資料庫進行相關文章蒐集，並以期刊論文進行主要檢索。研究結果顯示同儕教學融合式體育課對身障生的學習可達到多種成效，並整理出同儕教學的類型提供需進行融合式體育課之教師參考。建議未來可進行自閉症、情緒障礙、學習障礙等融合教育現場的常見障礙類別之研究，以利教師運用於現場融合教育環境中。

In an inclusive environment, peer tutoring is one of the common inclusive physical education strategies. This study organizes four types of peer tutoring in inclusive physical education classes and analyzes the common effectiveness, limitations, and challenges of each type. This information aims to provide teachers with a reference for flexible use in curriculum design. The research method used is a literature review, with keywords such as ''Peer Tutoring,'' ''Peer Teaching,'' ''Physical Education,'' ''Inclusive Education,'' ''Special Education,'' and ''Students with Disabilities,'' using online databases to collect relevant articles and primarily searching journal papers.. The research results indicate that peer tutoring in inclusive physical education classes can achieve various learning outcomes for students with disabilities and organizes types of peer tutoring for teachers who need to conduct inclusive physical education classes. It is suggested that future research could focus on common types of disabilities in inclusive education settings, such as autism, emotional disorders, and learning disabilities, to better assist teachers in inclusive education environments.