運動教育模式應用於大專體育課師生互動之探討

Abstract

目的： 師生互動的關係會影響到教師的教以及學生的學習，尤其在節奏快速的體育教學中，而師生互動的趨勢轉變，在現今強調以學生為中心的教學下，較缺乏深入的相關研究，因此本研究的主要目的在將體育教學模式中特性較為不同的運動教育模式帶入大專體育課中，深入了解師生互動的行為內涵及情形，了解不同情境脈絡下體育課師生互動的樣貌，冀望能提供師生互動更多樣性的研究視野。方法：本研究選擇111學年度第一學期大專選修桌球課以運動教育模式進行教學的一個班級，並以非參與觀察、個別深度訪談及焦點團體訪談蒐集資料，再以持續比較法進行資料分析。研究結果：一、運動教育模式的實施使師生間達成亦師亦友、互相尊重的關係，且學生反應大部分皆屬喜歡及認同，僅少部分學生對於課程的參與度不高。二、學生雖認為與教師的互動已比過去傳統體育教學來的多，可仍然認為與教師之互動較少，惟學生於課堂中會主動求知，而教師反應與回饋深受學生喜愛及認同。三、運動教育模式教學中教師主要的互動對象為教練，與其餘角色的互動情形則過於懸殊。四、運動教育模式使學生能夠接觸到不認識的同儕，且其中團隊小組概念深受學生喜愛，學生認為團隊小組無形中的互相牽制可以使同儕一同成長。五、角色扮演的機制使學生能各司其職、互相學習，並從相處中找到團隊目標，一同為其努力。六、團隊氛圍易影響學生參與課程之感受。建議：未來可針對以學生為中心的教學模式做進一步的探討，以對體育教學師生互動有更深入的了解。Purpose:The relationship between teacher-student interaction affects teachers' teaching and students' learning, especially in the fast-paced physical education teaching, and there is a lack of in-depth research on the changing trend of teacher-student interaction in today's student-centered teaching. The main purpose of this study is to understand the behavioral connotations and situations of teacher-student interactions in physical education classes in different contexts, with the hope of providing a more diverse research perspective on teacher-student interactions. Methods: This study selected a class in the first semester of the 111th academic year in which a sports education model was used to teach a college elective billiard class. Data were collected through non-participant observation, individual in-depth interviews, and focus group interviews, and then analyzed using a continuous comparison method. Findings: 1. The implementation of the sports education model enabled the teachers and students to reach a relationship of mutual respect and friendship, and most of the students' responses were favorable and agreeable. 2.Although students think that the interaction with teachers is more than the traditional physical education, they still think that the interaction with teachers is less, but students will take the initiative to seek knowledge in the classroom, and teachers' response and feedback are well liked and recognized by students. 3.In the sports education model, the main target of teacher interaction is the coach, and the interaction with other roles is too disparate. 4. The sports education model enables students to get in touch with peers they do not know, and the team concept is very popular among students, who believe that team groups can make their peers grow together by controlling each other invisibly.5. The role-playing mechanism allows students to learn from each other and find team goals from each other, and work together for them. 6. The team atmosphere can easily affect the students' feeling of participating in the course. Recommendation: In the future, the student-centered teaching model can be further explored to gain a deeper understanding of teacher-student interaction in physical education.