高中體育班的潛在課程
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Date
2011
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Abstract
體育班學生的學習情況較少受到關注，但是潛在課程影響深遠，課堂學習或師生互動經驗皆可能會影響學生的學習表現。因此本研究以臺灣北部地區一所高中體育班二年級學生為研究參與者，透過參與觀察和訪談，瞭解高中體育班學生從學校生活中學到何種潛在課程、這些潛在課程的本質、形式與影響，以及學生如何詮釋潛在課程，最後提出結論與建議。研究結果發現：
一、高中體育班學生從學校生活中學到「分流制度」、「課堂學習」、「專長訓練」、「師生互動」及「同儕關係」五個面向的潛在課程。
二、高中體育班潛在課程的本質是一種二元分類的觀點，並透過「善意或惡意」、「直接或間接」和「意識或未意識」三種不同的形式加以傳遞。
三、高中體育班潛在課程影響學生的「知識」、「行為」、「態度」、「人際關係」、「自我概念」及「生涯發展」。
四、受到角色認同和學習經驗的影響，高中體育班學生對潛在課程有不同的詮釋。
根據上述結論，本研究提出以下建議：
一、 學校宜重視體育班學生的學習權益，提供公平的學習機會。
二、 根據高中體育班學生的學習需求安排課表和教材。
三、 建立高中體育班任課教師和教練之間的溝通機制，共同促進學生學習。
四、 體育班任課教師宜對學生抱持適切的期望。
五、 術科教練宜關注體育班學生的學科表現。
六、 透過各種正式與非正式課程活動促進體育班和普通班的交流。
高中體育班學生宜以多元開放的態度參與學校生活。
The hidden curriculum hid in instruction and teacher-student interaction has great impact on the students in athletic classes. The purpose of this study was to explore the hidden curriculum the athletic students had learned in the school. The participants of this study were the second grade athletic class of a Senior High School in northern Taiwan. This study applied participant observations and interviews to collect the data. The major findings for research are as follows: 1. The hidden curriculum the students had learned was from five dimensions: tracking, classroom learning, sport training, teacher-student interaction and peer relations. 2. The nature of the hidden curriculum in the athletic class was binary which could be divided into three types: good or bad intentions, direct or indirect, conscious or unconscious. 3. The hidden curriculum posed impact on the students' knowledge, behavior, attitude, interpersonal relationship, self-concept and career development. 4. The students made different interpretation for the hidden curriculum they learned in accordance with their role identity and learning experience. Based on the findings above, the suggestions are as follows: 1. The school should pay more attention on athletic students’ learning rights and provide them equal learning opportunities . 2. The school should arrange appropriate class schedules and learning materials according to the learning needs of the athletic students. 3. The teachers and the coaches should develop good communicative mechanism to promote students’ learning . 4. Teachers should set appropriate expectations for the students in athletic class. 5. The coaches should pay attention to students’ academic achievements. 6. The school should promote exchanges between the athletic classes and the general classes through formal and informal curriculum. 7. The students in the athletic class should participate in school life in a open-minded approach.
The hidden curriculum hid in instruction and teacher-student interaction has great impact on the students in athletic classes. The purpose of this study was to explore the hidden curriculum the athletic students had learned in the school. The participants of this study were the second grade athletic class of a Senior High School in northern Taiwan. This study applied participant observations and interviews to collect the data. The major findings for research are as follows: 1. The hidden curriculum the students had learned was from five dimensions: tracking, classroom learning, sport training, teacher-student interaction and peer relations. 2. The nature of the hidden curriculum in the athletic class was binary which could be divided into three types: good or bad intentions, direct or indirect, conscious or unconscious. 3. The hidden curriculum posed impact on the students' knowledge, behavior, attitude, interpersonal relationship, self-concept and career development. 4. The students made different interpretation for the hidden curriculum they learned in accordance with their role identity and learning experience. Based on the findings above, the suggestions are as follows: 1. The school should pay more attention on athletic students’ learning rights and provide them equal learning opportunities . 2. The school should arrange appropriate class schedules and learning materials according to the learning needs of the athletic students. 3. The teachers and the coaches should develop good communicative mechanism to promote students’ learning . 4. Teachers should set appropriate expectations for the students in athletic class. 5. The coaches should pay attention to students’ academic achievements. 6. The school should promote exchanges between the athletic classes and the general classes through formal and informal curriculum. 7. The students in the athletic class should participate in school life in a open-minded approach.
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Keywords
高中體育班, 潛在課程, 詮釋現象學, athletic class of senior highschool, hidden curriculum, hermeneutic phenomenology