高中體育教師實務知識之個案研究
Abstract
本研究旨在探討高中體育教師的實務知識內涵、結構與影響因素，以一位具有十年以上教學年資的高中體育教師進行個案研究，藉由課堂觀察、訪談與文件分析等方法，資料蒐集後以編輯式方法進行分析，獲得以下結論：一、個案體育教師實務知識的內涵包含：自我知識、學生知識、教學情境知識和任教學科的知識，這四方面的知識彼此運作與融合，藉由教師的教學信念和決定，讓教師在實際教學中，經由自我知識進行理解與轉化，成為教師個人的實務知識。二、個案體育教師實務知識的結構，以教學意象、實務原則和實務規則等層次呈現，依據教學意象，在實際教學的過程中，實務原則和實務規則相互影響，運作於體育教學當中，形成教師獨特的實務知識。三、個案體育教師實務知識的影響因素受個人因素 (個人特質、求學經驗和教學經驗與反省) 與當前的教學環境因素 (參與教育改革推動、教學環境和帶實習生的刺激) 兩大來源影響。本研究依據結論提出相關建議，體育教師實施教學方面，建議應從學生的角度思考，從比賽的情境樣貌設計教學，且持續不斷地自我精進和增能，加強相關課程發展教學的能力，從實務經驗中發展個人的教學方式。師培機構方面，建議加強師資生實務課程，提升教學實務的能力。未來相關研究方面，建議可依據運動項目進行探究、拉長研究期程，探討教師實務知識發展的歷程，完整掌握教師的個人實務知識。
This study aimed at the practical knowledge of senior high school physical education teacher. The focus of this study was to illustrate the component of physical education teachers’ practical knowledge, the structure of practical knowledge, the factors affecting practical knowledge. The participant was a ten-year experienced senior high school physical education teacher. Through classroom observations, interviews and document analysis, data were collected and analyzed, the results were as follows: 1. The practical knowledge of the PE teacher is mainly divided into four aspects: self, students, knowledge of the milieu of teaching and knowledge of subject. These aspects of teachers’ knowledge interact and intersect with each other, then be transformed into teachers' personal practical knowledge. 2. The structures of practical knowledge: Each category of practical knowledge, which was presented by way of images, principles and rules, had also reciprocal demand and interaction. 3. The influence factors of the practical knowledge of the case teachers are emerged by the interweaving of teacher’s personal factors and current milieu of teaching factors. Finally, based on the conclusions of this study, make some suggestions. In practical teaching, PE teachers are advised to analyze the teaching materials and become acquainted with the learning characteristics and abilities of their students. It is also suggestions that PE teachers participate more in enrichment studies related to the physical education curriculum to enhance their ability to develop teaching skills. For teacher education institutions, pre-service teachers’ education courses emphasize actual practices to improve teaching practical ability. For future research, it is suggestions that the study focus on sports, extend the research period, explore the development of teachers' practical knowledge, and comprehensively grasp teachers' personal practical knowledge.
This study aimed at the practical knowledge of senior high school physical education teacher. The focus of this study was to illustrate the component of physical education teachers’ practical knowledge, the structure of practical knowledge, the factors affecting practical knowledge. The participant was a ten-year experienced senior high school physical education teacher. Through classroom observations, interviews and document analysis, data were collected and analyzed, the results were as follows: 1. The practical knowledge of the PE teacher is mainly divided into four aspects: self, students, knowledge of the milieu of teaching and knowledge of subject. These aspects of teachers’ knowledge interact and intersect with each other, then be transformed into teachers' personal practical knowledge. 2. The structures of practical knowledge: Each category of practical knowledge, which was presented by way of images, principles and rules, had also reciprocal demand and interaction. 3. The influence factors of the practical knowledge of the case teachers are emerged by the interweaving of teacher’s personal factors and current milieu of teaching factors. Finally, based on the conclusions of this study, make some suggestions. In practical teaching, PE teachers are advised to analyze the teaching materials and become acquainted with the learning characteristics and abilities of their students. It is also suggestions that PE teachers participate more in enrichment studies related to the physical education curriculum to enhance their ability to develop teaching skills. For teacher education institutions, pre-service teachers’ education courses emphasize actual practices to improve teaching practical ability. For future research, it is suggestions that the study focus on sports, extend the research period, explore the development of teachers' practical knowledge, and comprehensively grasp teachers' personal practical knowledge.
Description
Keywords
質性研究, 參與觀察, 訪談, qualitative research, participant observation, interview