高中體育教師實施素養導向教學的學習評量之個案探討

Abstract

本研究旨在探討高中體教師在實施素養導向體育教學時，教師對素養導向體育學習評量觀點，與其實施體育學習評量方式，以及教師實施學習評量之影響因素。本研究採質性研究，以個案研究法選取四位參與高中體育學科中心之高中體育教師作為研究參與者，透過半結構式訪談、文件資料等質性方式蒐集資料，所得資料以內容分析法進行詮釋。研究結果顯示：ㄧ、個案教師素養導向體育學習評量觀點分為「學習者為中心的學習評量設計」、「學習評量與教學的連動關係」與「學習評量作為教學之策略」，「正式課程」與教師「知覺課程」轉化之間落差不明顯。二、評量現況上，受到教學現場的不同限制與阻礙，使得評量的方式僅能部對應課綱與領綱之需求，以此說明教師教經課程轉化後，於教學現場實踐的學習評量「運作課程」，在課程轉化過程中產生落差。三、影響「知覺課程」到「運作課程」間轉化因素，包含：課程安排、組織氣氛、教師風格與社會風氣等。期盼利用教師專業社群，提升組織內素養教學知能。透過教師、行政、家長之間溝通，建立適切評量共識，落實素養導向學習評量。

This study aims to discuss high school physical education teachers’ perspectives, methods, and the influencing factors of their implementation of competency-based physical education assessment in their competency-based teaching. This study adopts qualitative research methods to analyze four high school physical education teachers who participated in the High School Physical Education Resource Center as research participants. The study was conducted through qualitative methods, including semi-structured interviews and documentation for data collection. Additionally, the collected data was interpreted by content analysis. The results of the study found that the teachers’ perspectives of competency-based physical education assessment are divided into"learner-centered assessment design", "the dynamic relationship between assessment and teaching" and "assessment as a teaching strategy". The gap between "formal curriculum" and the curriculum transformation of teachers' "perceived curriculum" is not obvious. Regarding the current situation for competency-based assessment implementation, due to various restrictions and obstacles on the teaching site, the evaluation methods can only partly meet the standards of the General Curriculum Guidelines and the Curriculum Guidelines of Health and Physical Education. This presents a gap in the “operational curriculum” practiced on the teaching site for learning assessment after teachers’ teaching experienced curriculum transformation. Factors that affect the curriculum transformation from" perceived curriculum" to "operational curriculum" include: curriculum arrangement, organizational atmosphere, teacher style, and social milieu, etc. We look forward to using the teacher professional learning community to improve competency-based teaching skills in the organization. Through communication between teachers, administrators, and parents, appropriate assessment consensus can be established, and competency-based assessment can be fully implemented.