國小高年級學生在素養導向體育課之學習經驗探討

Abstract

素養導向教學為達成十二年國教之核心素養的主要方式，球類教學模組運用情境化之整合教學方式，為當前協助國小跨體育領域教師在體育課實踐素養導向的教學方法之一。有鑑於國小體育課多數由跨體育領域教師授課，傾聽學生的聲音，才能真實瞭解在教育改革下，學生於課程中的想法與感受。因此，本研究欲了解國小高年級學生對實施素養導向體育課的學習經驗。方法：立意取樣南投縣某國立小學高年級學生 (共33位) 為研究對象。運用半結構式個人訪談、團體訪談與繪圖學習單作為研究工具。結果：一、學生在體育課中的動機、學習方式及社會情感三個層面，顯示有正向學習經驗。二、學生對課程中實施修改式遊戲比賽，產生負面經驗並感到不安。三、學生在策略討論環節，除了感到壓力增加，也因團隊不配合，削弱學生對課程的興趣。四、學生對於競賽結果十分看重，使其成為影響學生對於體育課感受的關鍵要素之一。建議：跨體育領域教師未來在實施素養導向體育教學時，可能需要在問題引導和小組討論方式、球類戰術概念、競賽勝負結果的教育價值進行專業發展，以利國小階段素養導向體育教學的推動。This study aims to investigate 6th grade students' learning experiences through a competency-based physical education instruction. The 33 6th graders were recruited as participants from an elementary school. Semi-structured individual interviews, group interviews, and drawing worksheets were used to collect the data. The results were as follows: 1. Students had positive experiences in the competency-based PE course regarding motivation, how they learned, and their social-emotional development. 2. Modified game competitions in the course caused negative experiences and discomfort among students due to the insufficient competency of the classroom teacher. 3. Tactical discussions among student group members increased pressure on students and decreased their interest due to poor teamwork. 4. Students focused heavily on competition outcomes, which shaped their views of PE classes overall. Finally, classroom teachers might need further professional development in terms of guiding group discussions and educational values of ball games while implementing a competency-based instruction in physical education instruction.