定向越野跨領域課程之行動研究

Abstract

本研究旨在探討教師實施定向越野跨領域課程的教學歷程與反思，及學生對於定向越野相關知識的理解。研究問題為：一、教師實施定向越野跨領域課程的教學歷程為何？二、在跨領域課程中，學生對於定向越野「地圖判讀」、「方位判讀」、「團隊合作」與「體適能」這些能力的理解與掌握為何？三、教師在實施定向越野跨領域課程的教學行動反思與專業成長為何？本研究採用行動研究法，研究參與者為教師自身、臺北市某實驗高中選修定向越野多元選修之學生與邀請一名協同研究者教師。透過多元選修課程進行8週16節的課程研究。研究者透過整理觀察日誌、學生訪談、課程學習單、教師反思札記與協同研究者觀課紀錄等質性資料進行分析，以探討教師教學歷程與學生定向越野知識理解與應用。結論：一、經由教學實踐與課程修正歷程，發展出「定向越野」跨領域多元選修課程。二、學生從定向越野跨領域課程中，學習到增加地圖判讀與方位判讀的能力、提升體適能能力、提升問題解決與團隊合作的能力。三、透過行動研究歷程的教學反思與修正，增進研究者的教學專業知能。建議：本研究教學過程發現語言成為學習障礙的問題，未來設計跨領域課程可融入雙語，以提升學習成效。同時，定向相關學術研究可以延伸至國中或國小階段進行，關注學生的身心發展。以上建議能給予未來體育教師與從事定向越野研究者之參考。This study aims to explore the teaching process and reflections of teachers implementing an orienteering interdisciplinary curriculum, as well as students’ understanding of orienteering-related knowledge. The research questions are: (1) What is the teaching process of implementing an interdisciplinary orienteering curriculum? (2) How do students develop competencies in"Map Reading," "Orienteering Skills," "Teamwork," and "Physical Fitness" through the interdisciplinary curriculum? (3) What are the teacher’s reflections and professional growth in the process of implementing the interdisciplinary orienteering curriculum?

This study adopts an action research approach, with participants including the teacher-researcher, students enrolled in an elective interdisciplinary orienteering course at an experimental high school in Taipei, and a co-researching teacher. The study was conducted over an eight-week, 16-session curriculum, utilizing qualitative data collection methods such as observation logs, student interviews, learning worksheets, teacher reflection journals, and co-researcher observation records to analyze both the teacher's teaching process and students' understanding and application of orienteering knowledge. The findings are as follows: (1) Through teaching practice and curriculum refinement, an interdisciplinary orienteering elective course was developed. (2) Students enhanced their map-reading and orientation skills, improved physical fitness, and strengthened problem-solving and teamwork abilities through the interdisciplinary curriculum. (3) The teaching reflections and revisions within the action researchprocess contributed to the teacher’s professional development and instructional expertise.Based on the research findings, it was observed that language barriers posed challenges in learning. Future interdisciplinary curriculum design could integrate bilingual instruction to enhance learning effectiveness. Additionally, orienteering-related academic research could be extended to junior high and elementary school levels, focusing on students' physical and cognitive development. These insights provide valuable references for physical education teachers and researchers in the field of orienteering education.