實施運動教育模式對國中學生體育課知覺之研究

Abstract

目的：本研究旨在探討學生在實施運動教育模式後對體育課的知覺。儘管國內外已有少許相關文獻對運動教育模式的設計與實施有所助益，但知覺相關研究仍然相對稀少。方法：於臺中市某國中八年級班級實施12節的運動教育模式排球教學課程。利用立意取向方式挑選學生以半結構式訪談為主、輔以知覺檢核單、教學日誌等資料進行分析。結論：一、過往學生體育課經驗基於傳統運動技能直接的教學形式，缺乏競賽季的經驗、團隊合作與競爭狀態陌生，鮮少多重角色扮演的體驗，在季前對於運動教育模式的知覺是忽視情感和社會互動需求；二、團隊合作和教師角色的轉變是關鍵。在季中團隊活動使學生發展自信心和學習動機，而教師成為學生學習過程中的引導者，增強了他們對體育課程的興趣，使他們更加積極參與到課堂中；三、藉由運動教育模式多樣化的學習體驗。在季後學生逐漸重新認識到體育課的樂趣與價值。排球技術的掌握及運動認知方面也表現出明顯的改善；四、實施運動教育模式中運動教育模式中，教師克服挑戰所獲得的經驗與支援，實現課程設計、口語表達和班級經營上的成長。Purpose: This study aims to explore students' perceptions of physical education classes after the implementation of the Sport Education Model (SEM). While limited literature both domestically and internationally has contributed to the design and implementation of SEM, research on this topic remains relatively scarce. Methodology: A 12-session volleyball curriculum based on the Sport Education Model was implemented in an eighth-grade class at a middle school in Taichung City. Students were purposively selected for the study. Data were collected through semi-structured interviews, supplemented by perception checklists, teaching journals, and other materials for analysis. Conclusions: 1. Students’ prior physical education experiences focused on traditional sports skill instruction, lacking competition seasons, teamwork, and role diversity. Their perceptions of the Sport Education Model overlooked emotional and social interactions. 2. Team collaboration and the teacher’s role shift were crucial. Team activities boosted students’ confidence and motivation, while teachers became facilitators, increasing interest and participation in physical education. 3. The Sport Education Model allowed students to rediscover the joy and value of physical education, improving volleyball skills and sports-related cognition. 4. Teachers overcame challenges during implementation, gaining experience in curriculum design, communication, and classroom management.