國中體育班學科教師教學信念之探討

Abstract

本研究目的在探討國中體育班學科教師的教學信念及教學過程中影響教師信念的因素。本研究採質性研究，研究者為體育班班導師，研究參與者為該班4位學科教師，以觀察、半結構式訪談蒐集資料並進行分析。研究結果如下，體育班學科的教學信念為(一)體育班需要正常學習(二)學習需要延續並加深加廣(三)學科學習基本且重要(四)大方向一致再設立個人學習目標(五)學生升學目標差異大，教師須應用不同的教學技巧(六)亦師亦友關係能增加教與學的質量。而教學過程中能影響教師信念的因素分為：(一)內在因素：教師自我驗應預言、教師期待、學生表現與反饋。(二)外在因素：學校排課方式、學科教師教體育班的歷練、教練與導師要求、學生公假問題、學科教師任課節數與職務、學生訓練量增加。The research aims to discuss general-subject teachers’ teaching beliefs on sport talent classes in junior high school, and the influential factors on teaching beliefs during teaching process. The researcher has been a homeroom teacher of sport talent class, and the research takes qualitative methods to collect and analyze information obtained through observation and interviews of four participants who have taught general subjects in the same sport talent class. The results are as follows. Regarding the general-subject teachers’ teaching beliefs on sport talent classes: First, the sport talent students need normal general education. Second, learning is a continuous process which needs to be deepen and expand through time. Third, general subjects are important foundations. Fourth, teaching direction should be set up before fine tuning students’ personal goals. Fifth, teachers should employ different teaching techniques to tackle students’ various further educational plan. Sixth, friendship between teachers and students can raise the quality of teaching and learning. The influential factors to the teaching beliefs during teaching process can be further explored as internal and external ones. The internal factors include teachers’ self-fulfilling prophecies, teachers’ expectations and students’ performance and feedback. The external factors include school scheduling, teachers’ teaching experience with sport talent class, demands from coaches and parents, issues of students’ official leave, teachers’ teaching session and other school workload, and the tendency of increasing training hours.