中學體育師資生實踐素養導向體育教學之個案探討

Abstract

背景：本研究旨在探討個案中學體育師資生於實施素養導向體育教學時的概念理解、執行方法及問題，並分析其實施素養導向體育教學後的教學反思。隨著十二年國教課程綱要的推行，素養導向教學逐漸成為體育教育的重要核心。由於素養導向教學的抽象性與執行複雜性，師資生在實施此類教學時面臨許多挑戰，包括理論與實踐的脫節、教學設計能力不足，以及對素養內涵的模糊認識。方法：本研究採用質性研究方法，選取臺灣北部某國立大學運動競技學系，並修習體育教學實習課程的3名體育師資生進行第一次的半結構式訪談，而後藉由教案資料蒐集與現場觀課後，針對其教學經驗與反思進行第二次的半結構式訪談，並以主題分析法處理訪談資料。期望透過檢視師資生對素養導向體育教學的理解與實施過程，提出有效的師資培育策略，提升職前教師的教學適應力與專業成長。結果：一、中等體育師資生對素養導向體育教學的理解與實踐展現出強調生活應用、學生主動參與與多元學習方式的特徵，並透過師資培育課程逐步發展素養導向教學觀點。二、師資生在實踐素養導向體育教學過程中，普遍面臨從理論理解到教學轉化的挑戰，教案設計常出現學習目標與活動連結不足、過度依賴直接教學的傾向。三、師資生經由實施素養導向教學後的理念深化、角色轉變與現場挑戰的辯證過程，展現由形式轉向本質的專業成長軌跡，並藉由自我覺察反思教學調整。建議：師資培育可以從理念深化、實作強化與角色轉化三方面著手，透過多元課程設計與實務演練，培養體育師資生有效實踐素養導向教學的能力與信念。Background: This study investigates how secondary pre-service physical education teachers understand and implement competency-based teaching, the challenges they face, and their reflections after classroom practice. With the rollout of Taiwan’s 12-Year Basic Education Curriculum, competency-based teaching has become central in physical education, yet its abstract nature poses difficulties for pre-service teachers, including gaps between theory and practice and limited teaching design skills. Method: Three pre-service teachers from a national university in northern Taiwan participated in this qualitative study. Data were collected through two rounds of semi-structured interviews, lesson plans, and classroom observations. Thematic analysis was used to examine their understanding, teaching practices, and reflections. Results: 1. Pre-service secondary physical education teachers developed an initial understanding of competency-based physical education teaching that emphasized real-life relevance, student engagement, and varied learning approaches, shaped through their teacher education coursework.2. During implementation, they encountered challenges in bridging theory and practice. Their lesson plans often lacked coherence between learning objectives and activities and showed a tendency to rely on direct instruction for efficiency and classroom management.3. Through teaching practice, these teachers underwent professional growth, marked by deeper conceptual understanding, shifts in their role from instructor to facilitator, and reflective adjustments to meet classroom realities. Suggestions: Physical Education Teacher Education should focus on three areas: (1) strengthening conceptual understanding, (2) providing hands-on practice, and (3) supporting the shift toward a professional teaching role. Diverse curriculum design and teaching experiences can help pre-service teachers effectively apply competency-based approaches in physical education.