高中體育教師素養導向體育教學概念之探討

Abstract

本研究旨在探討高中教師對十二年國教素養導向課程與教學概念的認同情形，並依據教師角色、教學目標、教材編選、課程設計、學習評量、學習者表現與教學阻礙等七個層面的認同情形，進一步分析不同背景變項教師對於素養導向課程與教學了解情形之差異。本研究採量化研究為方法，以「教師素養導向體育教學概念問卷」為研究工具，研究採立意抽樣，對象為臺北市37所公立高級中學教師，各校依學校體育教師人數隨機抽樣4至5名體育教師，總計發送179份問卷，有效問卷回收為154份，回收率為88%，並將蒐集之資料以描述性統計與卡方檢定進行分析。結論：一、不同背景變項高中體育教師對素養導向教學概念未有差別，惟曾有參與素養導向研習之教師較能認同與了解素養導向課程與教學之概念。二、高中體育教師在教師角色、教學目標、教學設計、學習者表現等四項構面較能認同素養導向教學，然而教師在體育教材編選方式、評量方式上與素養導向概念的認同情形有差異。三、素養導向課程與教學實施的阻礙，會因教師對體育課程的意識與對教學概念的重點而有影響。

The purpose of this study was to examine whether in-service senior high school PE teachers’ recognized understanding of the concept in terms of competency-based education in physical education curriculum(CBE-PE). The survey about the concept of CBE-PE were divided into seven dimension: Teacher roles, teaching objectives, textbook selection, curriculum design, learning assessment, learner performance and teaching obstacles. Then teachers’ background varialbles were cross analized with their indentified understanding concerned about CBE-PE. The quantitative survey was adopted as method. "Teacher Literacy Oriented Physical Education Teaching Concept Questionnaire" was developed as the tool. The high school physical education teachers in Taipei City were the participants. A total of 179 questionnaires were sent, and 154 valid questionnaires were collected. The effective recovery rate was 88%, and the collected data were analyzed by descriptive statistics and chi-square tests. Research conclusions: Firstly, high school physical education teachers with different background have showed no difference in terms of the concept of CEB-PE. However, teachers who have participated in CBE as professional teacher development revealed that they were more likely to recognize the concept of CEB-PE. Secondly, the high school physical education teachers recognized betther the CEB-PE in the four dimension: Teacher role, teaching objectives, curriculum design, and learner performance. However, teachers hold different recognition in textbook selection and learning assessment in terms of CEB-PE. Finally, the teaching obstacles about CEB-PE would be influenced by teachers' awareness of physical education curriculum and the focus of PE teaching concepts.