高中體育班課程政策執行之研究

Abstract

本研究係針對體育班課程政策執行階段，瞭解各高中選用不同類型課程的具體內容與現況問題，及透過學校參與者的回饋，對應政策體制觀點，瞭解課程規劃融入體育專業發展及職涯探索的想法與策略，彙整實際操作的經驗事實，提供爾後研修團隊規劃高中體育班課程的參考資料。研究採文件分析法、深度訪談法、及焦點團體座談法進行分析。結論：一、高中體育班課程在教育現場運作，符合學科、術科學習平衡的共同性；能兼顧一般科目及體育專業實作的特殊性；也能做出對升學與職涯進路的可操作性決定。二、政策體制中體育班課程決策者應積極面對新舊課綱轉換，建立決策評估機制；與規劃者共同落實體育專業課程規劃實作，推動學生職涯探索與支持措施；執行者能提出回饋、分享成果與教學精進策略。三、體育班課程政策對應政策執行類型理論，因政策目標衝突低，與政策目標對應內容的歧異程度高，符合「實驗執行」的類型。建議教育主管機關應落實參賽基準納入評鑑、設計SOP運營手冊、主動提供法規與關心民間資源支持、規劃一套適用於各高中之課程實施規範，檢討本土語政策介入的衝擊。學校應遵循法制的程序性、落實學生基本學力與參賽基準執行，規劃多元課程選項。體育班教師應建立教材教法與班級經營模式、理解學生背景與需求、引導實作與探究體驗、提供多元展能機會。體育班學生應落實學習與訓練時間分配，重視參賽基準與學業成績，提高個人學習動機與充實學習歷程，培養體育專業以外的就業職能。家長與民間單位宜提供正向支持力量與照顧。未來可瞭解體育班畢業生面對高中就讀時的學習動機與具體想法，亦或是學習滿意度、成果研究，提供學校規劃時參考資料。This study is aimed at the implementation stage of sport talent classes curriculum policy to understand the specific content and current problems of different types of courses selected by high schools, and through the feedback of school participants, corresponding to the policy system perspective, to understand the integration of curriculum planning into sports professional development and career Explore ideas and strategies, compile practical experience and facts, and provide reference materials for future training teams to plan high school physical education classes. The research adopts the document analysis method, in-depth interview method, and focus group discussion method for analysis. The conclusions are as follows: 1. The high school sport talent classes curriculum operates on the educational site and conforms to the commonality of the balance of subject and technical subjects; it can take into account the particularities of general subjects and physical education majors; it can also make decisions on the path to further education and career. operability decision. 2. In the policy system, decision-makers of sport talent classes should actively face the conversion of old and new syllabuses and establish a decision-making and evaluation mechanism; work with planners to implement physical education curriculum planning and promote student career exploration and support measures; executors can provide feedback, share results and teaching improvement strategies. 3. The theory of the type of policy implementation corresponding to the sport talent classes curriculum policy. Due to the low conflict of policy goals and the high degree of divergence between the content corresponding to the policy goals, it is consistent with the type of"Experimental Implementation." It is recommended that the education authorities incorporate the competition criteria into the evaluation, design SOP operation manuals, proactively provide legal and private resource support, plan a set of curriculum implementation standards applicable to each high school, and review the impact of local language policy intervention. Schools should follow legal procedures, implement students' basic academic abilities and competition benchmarks, and plan multiple course options. Sport talent classes teachers should establish teaching materials, teaching methods, and class management models, understand students' backgrounds and needs, guide practice and inquiry experiences, and provide diverse performance opportunities. Students in sport talent classes should allocate study and training time, pay attention to competition benchmarks and academic performance, improve personal learning motivation and enrich the learning process, and cultivate employment functions other than sports majors. Parents and private organizations should provide positive support and care. In the future, we can understand the learning motivations and specific thoughts of sport talent class graduates when facing high school or studying their learning satisfaction and outcomes to provide reference materials for school planning.