文献类型：期刊文献

中文题名：基于ICF构建智力残疾儿童适应性体育课程体系

英文题名：Construction of adapted physical education curriculum for children with intellectual disabilities using ICF

作者：杨亚茹[1];郝传萍[2]

第一作者：杨亚茹

机构：[1]北京体育大学中国残疾人体育研究中心,北京市100084;[2]北京联合大学特殊教育学院,北京市100075

第一机构：北京体育大学中国残疾人体育研究中心,北京市100084

年份：2022

卷号：28

期号：6

起止页码：659-669

中文期刊名：中国康复理论与实践

外文期刊名：Chinese Journal of Rehabilitation Theory and Practice

收录：CSTPCD;;北大核心:【北大核心2020】；CSCD:【CSCD2021_2022】；

基金：中国残联课题残疾人辅助器具专项(No.2022CDPFAT-25)。

语种：中文

中文关键词：国际功能、残疾和健康分类;儿童;智力残疾;适应性体育;课程体系

外文关键词：International Classification of Functioning,Disability and Health;children;intellectual disability;adapted physical education;curriculum system

摘要：目的应用《国际功能、残疾和健康分类》(ICF)对智力残疾儿童的运动功能特点进行分析,并参照教育部《义务教育体育与健康课程标准(2022年版)》构建适用智力残疾儿童的功能定向和体育运动核心素养的适应性体育课程体系。方法运用《国际疾病分类》(ICD-11)和ICF对智力残疾儿童运动功能、活动和参与功能进行系统分析。依据ICF“生物-心理-社会”的功能、残疾和健康模式以及教育部《义务教育体育与健康课程标准(2022年版)》,参照美国《适应体育国家标准(第三版)》(APENS-3),构建适用于智力残疾儿童运动功能和运动能力发展要求的、功能定向的适应性体育课程体系。结果智力残疾儿童可能表现出基本动作发展缓慢、体适能水平较差、运动能力弱、运动动机不足等问题。适应性体育课程目标主要是促进儿童核心素养,即运动能力、健康行为、体育品德的发展,并且掌握运动技能和发展运动能力,包括运动能力发展目标、动作发展目标、体育活动参与度目标、健康目标、适应与赋能目标。根据体育活动的类型,课程内容包括体适能类活动、运动技能训练类活动以及运动项目相关类活动。适应性体育课程实施过程涉及教材编写和教学建议。适应性体育课程实施效果评价可以从运动能力的发展、动作发展、体育活动的参与程度、健康行为的养成、对自然环境和社会环境的适应能力方面进行,运用整体、多维的评价方式全面评价智力残疾儿童的动作发展以及运动核心素养的养成。在开发适应性体育课程中,还应该确定无障碍环境与辅助技术的适用性。结论运用ICD-11和ICF对智力残疾儿童的健康状况、主要功能和运动能力进行了系统分析。基于ICF的生物-心理-社会的健康模式,参照教育部《义务教育体育与健康课程标准(2022年版)》和APENS-3,构建了智力残疾儿童适应性体育课程开发的理论架构,并且建立了功能导向的适应性体育课程体系,该课程体系强调儿童体育运动核心素养的养成,即运动能力、健康行为、体育品德的发展。
Objective In implementation of International Classification of Functioning,Disability and Health(ICF)and reference to the Ministry of Education’s Physical Education and Health Curriculum Standards for Compulsory Education(2022 Edition),a functioning-oriented adapted physical education curriculum system was developed for the development of children’s core qualities in physical education and sport of children with intellectual disabilities.Methods International Classification of Diseases(ICD-11)and ICF were used to systematically analyze the motor function,activity and participation of children with intellectual disabilities.Based on the ICF bio-psycho-social model of functioning,disability and health and the Ministry of Education’s Physical Education and Health Curriculum Standards for Compulsory Education(2022 Edition),and with reference to the American Adapted Physical Education National Standards(3rd Edition)(APENS-3),a functioning-oriented adapted physical education curriculum system was constructed,which was suitable for the development of motor functioning and motor competence of children with intellectual disabilities.Results Children with intellectual disabilities might experience slow development of basic movements,poor fitness level,low motor competence,and insufficient motor motivation.The goals of adapted physical education curriculum were mainly to promote the development of children’s core quality in physical education and sport,i.e.,motor competence,health behaviors,and physical moral attributes,and to master motor skills and develop motor competence,including motor competence development goals,movement development goals,physical activity participation goals,health goals,adaptation and empowerment goals.The content of adapted physical education curriculum included physical fitness activities,motor skill activities and sport related activities.The implementation process of adapted physical education program covered materials development,and adapted physical education program teaching advices.The education program was evaluated in terms of the development of motor competence,motor development,participation in physical activities,the development of healthy behaviors,and the adaptation to the natural and social environment,using a holistic and multidimensional evaluation approach to comprehensively evaluate the motor development and the mastery of building of children’s core qualities in physical education and sport.Accessible environments and assistive technology should also be considerated in the development of adapted physical education programs.Conclusion Based on the bio-psycho-social health model of ICF,the Ministry of Education’s Physical Education and Health Curriculum Standards for Compulsory Education(2022 Edition),and APENS-3,the theoretical framework for the development of adapted physical education curriculum for children with intellectual disabilities was developed,and a functioning-oriented adapted physical education curriculum system was established,which emphasized the development of children’s core qualities in physical education and sport,i.e.,motor ability,healthy behavior,and physical moral values.