國中體育課實施理解式球類教學法之行動研究

Abstract

目的：本研究旨在探討理解式球類教學法（Teaching Games for Understanding, TGfU）應用於國中體育課程的教學實施歷程與實施成效，了解學生在策略運用、合作互動與問題解決等面向的學習表現，並分析教學中可能面臨的困境與因應對策，以提升教師教學效能與學生核心素養。方法：本研究採行動研究法，以新竹市某國中八年級學生為對象，實施為期四週、共八節課的排球課程。教學設計依據TGfU架構，結合情境任務、小組合作與策略討論等學習活動。資料蒐集來源包括戰術討論單、學習單、教師反思日誌、學生課堂觀察與訪談逐字稿，並以資料分析進行歸納與詮釋。結果：學生在理解式球類教學情境中展現以下正向學習表現：（1）能運用策略進行比賽決策與調整；（2）於團隊互動中展現利他合群、理性溝通與問題解決能力；（3）具有學習動機與反思意識，能提出應變戰術以因應場上情境變化。教師亦在課程實踐過程中深化對素養導向體育教學的理解，提升在教學評量設計、課堂經營與反思實踐等面向的專業能力。結論：本研究驗證理解式球類教學法有助於提升學生的策略思考、溝通合作及解決問題等核心素養，呼應十二年國教課綱健康與體育領域學習表現之目標，同時，行動研究歷程促進教師在課程設計、教學實施與評量省思等專業實務能力上的成長，提供未來國中體育課程素養導向實施之實證與實務參考。Purpose: This study aimed to explore the implementation process and educational effectiveness of the Teaching Games for Understanding（TGfU）approach in junior high school physical education. It focused on investigating students’ learning performance in strategy application, cooperative interaction, and problem-solving, with the goal of enhancing teaching effectiveness and developing students’ core competencies. Methods: Adopting an action research design, the study was conducted with eighth-grade students from a junior high school in Hsinchu City. A volleyball unit consisting of eight lessons over four weeks was designed based on the TGfU framework. The instructional design incorporated situational tasks, small-group collaboration, and tactical discussions. Data sources included tactical discussion sheets, student worksheets, teacher reflection journals, classroom observations, and interview transcripts. Qualitative data analysis was conducted to identify emerging themes. Results: Students demonstrated positive performance in tactical decision-making, team communication, and in-game adaptability. They also exhibited strong learning motivation and reflective awareness, contributing to a more engaged and dynamic learning environment. The teacher reported a deeper understanding of competency-based instruction and professional growth in curriculum design, assessment planning, and classroom management. Conclusion: The TGfU approach effectively supports the development of students’ core competencies and enhances teacher instructional practices. These findings align with the goals of Taiwan’s 12-Year Basic Education Curriculum and offer practical guidance for implementing student-centered, competency-based instruction in junior high school physical education.