國中體育班的教與學之個案研究

Abstract

本研究以台北市飛揚國中（化名）九十七學年度九年級體育班為研究對象，企圖瞭解導師、教練及任課教師在體育班學生必須同時面對學校課業學習、專長訓練及體育競賽的狀況下，如何調適體育班中教師的教學與學生的學習情形。試圖理解正式課程如何轉化為教師的知覺課程、再從教師的知覺課程轉化為實際的運作課程，及實際的運作課程轉化為學生的經驗課程的教學實踐及其背後所隱含的意義與價值觀。進一步瞭解國中體育班在課程與教學所面臨的困境與限制，並提出結論與建議，作為將來體育班制度規劃及體育班課程與教學安排之參考。本研究採個案研究法，透過訪問、觀察及文件進行資料的蒐集。研究結果發現： 一、體育班的成立除了配合政策開展學生的多元智慧外，還因擔心少子化造成學校減班與老師調校，及便於學生選手在學科課程與專長訓練的統一管理。 二、體育班的教師會因為角色的不同對於學生有不一樣的期待；導師的權力會受到任課教師與教練的切割；教練與學生相處時間多，是影響學生學習、升學及人格養成的關鍵因素；教師的期望與社會的價值觀會影響到教師的教學實踐。 三、體育班學生對於學科的學習以興趣與實用性為主，但在術科學習則展現了主動跟積極的學習態度；跟教師保持亦師亦友的關係，卻表示最感激的是教練，並視教練為學習楷模。 四、體育班的教學受到法令、經費、場地與學校態度的影響；社會唯有讀書高的價值觀也導致招生上的困難。 建議未來體育班的發展應妥善規劃成立體育班的要求並持續監督辦學品質，招生時應與學生及家長清楚說明體育班的課程設計與升學方式。體育班的課程規劃應多元化，並以學習領域的方式進行教學。教師與教練應具備熱誠、耐心並願意付出與接納體育班。教師應針對學生的差異因材施教，除專長訓練外，鼓勵學生加強學科學習。

This study is about the ninth grade Specialized Sports Education Program (SSEP) of a Junior High School in Taipei City during the 2008-2009 academic year. The purpose of this study was to understand the challenges faced by teachers and coaches of students in the SSEP, balancing academic education, professional sport training, and sport competitions and how teaching of SSEP can be adjusted. The study attempts to understand the curriculum transformation from formal curriculum to teacher's perceived curriculum, operational curriculum and students’ experiential curriculum. It also tries to explore the underlying meaning and values of teaching praxis and the difficulties and limitations teachers and coaches face when teaching the junior high school SSEP curriculum. Based on the findings, this study attempts to make suggestions to the curriculum and instruction in the SSEP in Taiwan. This study utilized the case study method -- research carried out through interviews, observations and document analysis. The following results were obtained from this case study: 1.The government wanted SSEP for the policy of multiple intelligences of students. Schools wanted SSEP because they feared a decline in birth-rates and reduction of class sizes would cause teachers to transfer to other schools and believed the establishment of the SSEP would facilitate unified management of student athletes' expertise training and academic education in the curriculum. 2.Because of their different roles, teachers and coaches had different expectations of students. The homeroom teacher's power was diminished by the other teachers and coaches. Coaches had more time to spend with students and had more influence on student learning and cultivation of students’ character. Each teacher's expectations and social values influenced the teacher's teaching practice. 3.SSEP students only chose to learn school subjects they found interesting and useful, but in sports demonstrate initiative, and a positive attitude towards learning. They had friendships with teachers, and showed the most gratitude towards their coaches and regard coaches as their role models. 4.The teaching of SSEP was influenced by law, finances, facilities and school attitudes. Society values academic study very highly and this had led to difficulty finding talented SSEP students. With the above results, this research suggests that the future development of SSEP should be well-planned, and have established requirements and continuous supervision of its educational quality. Schools need to make parents and students aware of the admission into the SSEP, curriculum design, physical education programs, and higher education methods. Schools should also appropriately plan and make arrangements for the curriculum and instruction of SSEP. Courses in the SSEP curriculum should promote comprehensive and diversified learning in learning areas. SSEP teachers should be individualized in response to the students' diversity and should have passion, patience, and a willingness to accept the SSEP. Coaches and teachers should encourage students emphasize academic learning and sport training.