體育師資生實施個人與社會責任模式之探討
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2018
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近年來，我國積極推動品格教育，希望透過活動性課程的實施能深化學生經驗、反省與內化，使品德教育由學校教育正向擴展到家庭教育和社會教育。因此促進品格教育發展的「個人與社會責任模式」在各國逐漸受到關注。然而，關於體育師資生在此議題的研究上，目前仍缺乏具體的結果。基於此，本文主要目的，在探討體育師資生於實際教學中應用個人與社會責任模式的相關知覺與情形，以供未來規劃體育師資培育課程，以及強化體育師資生教學策略之參考。方法：先確立北部某師資培育大學系所為研究場域，並從該課程班級24位體育師資生中選取3位作為研究參與者。再者，每位研究參與者進入中學實際教學8堂，一週2堂，共4週，一堂為45分鐘。資料蒐集使用攝影機、觀察表、研究參與者教學反思表，並在每週教學末進行半結構式訪談，1次約60分鐘，最後將所蒐集資料進一步做歸納、統整與分析。結果：(一)實施前：體育師資生未實際實施過個人與社會責任模式進行教學，抱持著擔憂與期待的態度；(二)實施中：體育師資生受教案設計、教學能力、教學步驟的實施等影響；(三)實施後：對實施個人與社會責任模式抱持肯定且樂於沿用的態度，但會視實際情況而定，選擇完全實施或只取某步驟實施。結論：體育師資生實施個人與社會責任模式的知覺從期待、困惑，最後肯定樂於沿用，但實作上仍待進一步的加強。建議：(一)了解體育師資生實施個人與社會責任模式的擔憂與困惑及其解決方法；(二)了解體育師資生對於個人與社會責任模式，發展情境教育之課程設計。
關鍵詞：品格教育、教學反思、責任模式、體育教學實習
The purpose of this study was to examine the perception and practice of physical education pre-service teachers while implementing Teaching Personal and Social Responsibility model in teaching practicum so that it could provide a reference for physical education teacher education curriculum design. Method: 3 participants were recruited from 24 pre-service PE teachers in a department of a northern Educational University. Each participant demonstrated 8 lessons in 4 weeks in a junior high school (45 minutes per lesson, 2 lessons at a time and twice a week). A 60-minute semi-structural interview was conducted at the end of each week. The data were collected by a video camera, observation sheets and teaching reflection sheets for analyzing and categorizing. Result: 1. Before implementation: participants were holding the attitudes of worries but with curiosity; 2. During implementation: the participants were affected by lesson planning, the abilities in teaching and the teaching processes; 3. After implementation: the participants held positive attitudes on implementing Teaching Personal and Social Responsibility Model and would like to continue applying it. However, they would apply the model either fully or a part of the steps depending on the situation. Keywords: Moral Education, Teaching Reflections, Responsibility Model,Instructional Practice of Physical Education
The purpose of this study was to examine the perception and practice of physical education pre-service teachers while implementing Teaching Personal and Social Responsibility model in teaching practicum so that it could provide a reference for physical education teacher education curriculum design. Method: 3 participants were recruited from 24 pre-service PE teachers in a department of a northern Educational University. Each participant demonstrated 8 lessons in 4 weeks in a junior high school (45 minutes per lesson, 2 lessons at a time and twice a week). A 60-minute semi-structural interview was conducted at the end of each week. The data were collected by a video camera, observation sheets and teaching reflection sheets for analyzing and categorizing. Result: 1. Before implementation: participants were holding the attitudes of worries but with curiosity; 2. During implementation: the participants were affected by lesson planning, the abilities in teaching and the teaching processes; 3. After implementation: the participants held positive attitudes on implementing Teaching Personal and Social Responsibility Model and would like to continue applying it. However, they would apply the model either fully or a part of the steps depending on the situation. Keywords: Moral Education, Teaching Reflections, Responsibility Model,Instructional Practice of Physical Education
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品格教育, 教學反思, 責任模式, 體育教學實習, Moral Education, Teaching Reflections, Responsibility Model, Instructional Practice of Physical Education