大專體育師生對運動教育模式課程實施知覺之質性研究

Abstract

緒論：Hargreaves (1996) 強調教師知覺是教育研究重要的探究領域，Harvey等人 (2020) 研究也指出現今體育教師對運動教育模式充滿熱情，但對於體育教師的知覺情形瞭解有限；另一方面，學生對於課程的知覺方能產生有意義的學習行為以及學習動機，同時影響教師的教學設計與行為，因此師生雙方的知覺有其研究之重要性。因此，本研究以某大專桌球專長的體育兼任講師以及111學年第一學期某國立大專院校之修課學生為研究對象，了解其以運動教育模式實施一學期的知覺情形，以做為未來實施運動教育模式教學時之參考。研究方法：以半結構式訪談蒐集資料，並以主題分析法進行資料分析。研究結果：一、運動季授課前：教師與學生對於體育課成有不同之背景經驗。二、運動季前期：教師與學生對於運動教育模式的看法抱有不同期望，在課程中也遭遇不同困境。三、運動季中期：教師與學生對於運動教育模式的有不同知覺感受，在課程中期也遭遇不同困境，並且有了心境上的轉變。四、教師與學生對於運動教育模式課程給予不同評價，在課程後期也遭遇不同困境，師生之間也有不同的心境轉變。結論：一、教師與學生在授課前對於體育課之背景經驗不同；二、教師與學生對於運動教育模式整體課程內容表示認同；三、教師與學生在運動教育模式課程中仍存在許多困難；四、運動教育模式課程對於師生心境有正向轉變。建議：未來可了解教師與學生的背景經驗與特質是否對知覺有所影響，也可了解更完善的課程設計是否對知覺有所影響。研究者可以深入探究本研究所提出困境之解決方案以及不同角色扮演工作在不同學習階段的知覺情形，同時可針對教師互動議題進行深入探討。Introduction: Hargreaves (1996) emphasized that teachers' perceptions are an important area of inquiry in educational research, and Harvey et al. (2020) also pointed out that today's physical education teachers are enthusiastic about the sports education model, but have limited understanding of the perceptions of physical education teachers. On the other hand, students' perceptions of the curriculum can generate meaningful learning behaviors and motivation, and affect teachers' teaching design and behaviors, so the perceptions of both teachers and students are important to study. Therefore, this study was conducted with a part-time physical education instructor at a college specializing in billiards and students in the first semester of the 111th academic year at a national college to understand their perceptions of the implementation of the sports education model for one semester, in order to serve as a reference for the future implementation of the sports education model.Methodology: Semi-structured interviews were used to collect data, and data analysis was conducted by thematic analysis.Results: 1. Before the sports season: Teacher and students had different background experiences of physical education. 2. Pre-season: Teacher and students had different expectations of the sports education model and encountered different dilemmas in the curriculum. 3. Mid-Season: Teacher and students had different perceptions of the sport education model and encountered different dilemmas and changes in their state of mind in the middle of the course. 4. Teacher and students had different evaluations of the sports education model and encountered different dilemmas in the latter part of the course, and also had different changes in their state of mind.Conclusion: 1. Teacher and students had different background experiences in physical education before the course; 2. Teacher and students agreed on the overall curriculum content of the sports education model; 3. Teacher and students still had many difficulties in the sports education model curriculum; 4. The sports education model curriculum had positive changes on teachers' and students' state of mind. Suggestions: In the future, we can figure out whether teachers' and students' background experiences and characteristics impact on perceptions, and whether better curriculum design has an impact on perceptions. Researchers can explore in depth the solutions to the dilemmas presented in this study and the perceptions of different role-playing tasks at different learning stages, as well as the issues of teacher interaction.