聆聽學生的聲音：高中素養導向體育教學之學生經驗

Abstract

緒論：本研究旨在探討高中生於素養導向體育課程中的學習經驗與發展歷程，理解其在課堂中從參與、實踐到反思與轉化的經驗內涵，學生經驗的建構亦被視為課程實踐的重要指標。方法：研究採質性研究法，以新北市某公立高中的一名體育教師與其授課班級38位學生為研究對象，並以立意取樣選取16名學生進行焦點團體訪談與課堂觀察日誌蒐集資料，採主題分析法進行歸納與詮釋。結果：一、學生的學習經驗可依課程進程分為「初期經驗：準備與期待」、「中期經驗：參與與實踐」與「後期經驗：回饋與轉化」三大階段，包含八項主題內涵：先備經驗影響、引發動機、參與投入與動機內化、團隊合作與溝通互動、技能習得與挑戰經驗、學習成果與自我評估、自我成長與生活轉化。二、學生透過情境學習、挑戰參與與反思實踐，逐步促進運動技能精進、人際互動能力養成，並將學習成果轉化為生活中的素養實踐，具體展現素養導向體育課程對學生整體發展的成效。結論：素養導向體育教學有助於促進學生認知、技能與態度的整合發展，並支持其課堂經驗轉化為生活行動。建議：建議課程設計應重視學生差異，彈性調整教學節奏與挑戰設計，並融入多元評量與即時回饋；未來研究可擴展樣本範圍，納入教師教學歷程與信念觀點，以深化對素養導向體育教學實踐的理解。

Introduction: This study explores high school students’ learning experiences and developmental processes within competency-based physical education, emphasizing how students engage, practice, reflect, and transform throughout the course. Student experience is regarded as a critical indicator of curriculum implementation. Methods: A qualitative research design was adopted, involving one physical education teacher and 38 students from a public high school in New Taipei City, Taiwan. Sixteen students were purposively selected for focus group interviews. Data were collected through interviews and non-participant classroom observations, and analyzed using thematic analysis. Results: Findings indicate that students’ experiences evolved through three stages: (1) Initial Stage—Preparation and Expectation, including prior experience and motivational triggers; (2) Middle Stage—Engagement and Practice, covering emotional involvement, teamwork and communication, and skill acquisition and challenge experiences; and (3) Final Stage—Reflection and Transformation, involving learning outcomes, self-evaluation, personal growth, and life application. As students engaged in contextualized learning, accepted challenges, and participated in reflective practice, they gradually enhanced their movement skills, interpersonal abilities, and developed physical literacy relevant to real-life contexts. Conclusion: The study concludes that competency-based physical education supports students’ holistic development by integrating cognition, skills, and affect, and promotes the transfer of classroom learning into lifelong actions. Suggestions: It is recommended that future curriculum design recognize individual differences, offer flexible pacing and challenge levels, and incorporate diverse formative assessments and timely feedback. Further research may broaden participant scope and include teacher perspectives to deepen understanding of competency-based physical education pedagogy.