CAJ | 학술논문

在过去的十几年内，我国台湾地区中小学身心残障学生体育教育在借鉴西方发达国家经验后，一直处于稳步的发展中。特别是在“融合教育”的理念影响下，台湾特殊体育教育在普通中小学中逐步过渡到融合式适应体育模式。目前，融合式适应体育教育已经深入到基层中小学教育之中，取得了一定的教育成果。在教学上已初步形成2种课程模式、3种主要适应体育教学方法、5种不同参与层次的融合式体育教学模式和多种实用的融合式体育教学策略，值得我们关注和学习。
재과거적십궤년내，아국태만지구중소학신심잔장학생체육교육재차감서방발체국가경험후，일직처우은보적발전중。특별시재“융합교육”적이념영향하，태만특수체육교육재보통중소학중축보과도도융합식괄응체육모식。목전，융합식괄응체육교육이경심입도기층중소학교육지중，취득료일정적교육성과。재교학상이초보형성2충과정모식、3충주요괄응체육교학방법、5충불동삼여층차적융합식체육교학모식화다충실용적융합식체육교학책략，치득아문관주화학습。
In the past dozen years, after taking the reference of western developed countries experiences, the physical education for physical and mental handicapped students in primary and secondary in China＇ s Taiwan Area has been in steady development. Especially in the inclusion philosophy, Taiwan special physical education in ordinary schools gradually transits to the model of adapted physical education in inclusion. At present, adapted physical education in inclusion has been deeply into the primary school education and achieved a certain education achievement. In the physical education, two curriculum models, three main adapted physical education teaching methods, five different levels of inclusion in a variety of physical education teaching model and the inclusion of practical physical education teaching strategies have been initially formed,which deserves the attention and study.