體育師資生在體育教材教法課之體育課學習概念探討

Abstract

體育師資培育是體育教師養成的關鍵基礎，而體育師資生對體育課學習時所抱持的概念，對師資生在構思與實踐體育教學的表現具有重要的影響。在面對素養導向課程改革之際，體育師資生對體育學習所抱持的概念，對於落實新課綱而言，具有重要的意義。因此，本研究旨在探討體育師資生關於體育課的學習概念。研究方法採立意取方式，以北部某師資培育機構的師資生有修習體育教材教法之學生，運用焦點團體進行訪談，所蒐集資料以內容分析法進行分析。結果：一、體育師資生主要依過去體育課經驗對體育學習所抱持的概念，在意義上放鬆、輕鬆、時間自主；在經驗上包括運動專長訓練、自由活動；在特徵上以新技能的學習、動作反覆練習為進行體育學習的主要特質。二、體育師資生在參與師資培育課程期間，對體育學習概念在意義上朝向教育與終身學習的發展；在方式上認為需要同理心、團隊合作；在特徵上需運用身體活動進行互動。本研究最後針對職前體育師資培育課程的啟示進行討論，最後提出結論。The cultivation of pre-service physical education teachers is the fundamental basis for their development, and the concepts held by pre-service PE teachers during learning how to teach significantly impact their conceptualizing and teaching practices of PE class. During the competency-based curriculum reform, the concepts that pre-service PE teachers hold towards PE learning are crucial for interpreting and implementing the new curriculum guidelines. Therefore, the study investigates the conceptions of learning in physical education class among pre-service physical education (PE) teachers. The research methodology of this study were as follows: The purposive sampling method was adopted, pre-service PE students were recruited from a teacher training institution in northern Taiwan. Data were collected through focus group interviews and analyzed by content analysis. The results showed that, based on pre-service teachers’ past PE class experiences, the concepts of PE learning that emphasizing relaxation, ease, and self-directed time management. These experiences include specialized sports training and free activities, with the main characteristics of ongoing PE learning being the acquisition of new skills and repetitive practice of motor skills. During the period of teacher training courses, pre-service PE teachers’ concepts of PE learning developed towards education and lifelong learning in terms of significance. They believed that empathy and teamwork are necessary in terms of teaching approach, and the use of physical activities for interaction is required in terms of characteristics. The study concludes with insights relevant to the pre-service PE teacher training programs.