國小體育教學模組種子教師之教學專業發展

Abstract

本研究主要目的在探討國小體育教學模組種子教師參與體育模組種子教師培訓之教學專業發展之情形，提供日後各縣市辦理國小體育教學模組教師專業發展的參考。本研究採用問卷調查法，研究工具為「體育教學模組種子教師教學專業能力自評問卷」，以全國22縣市的種子教師為對象，總計發送55份問卷，有效回收30份，將所得資料以成對樣本t檢定、描述性統計、內容分析法等，進行歸納、統整與分析。結論：(一) 參與體育教學模組培訓研討會前、體育教學模組反思工作坊後，種子教師的教學專業發展整體均有提升，在課程規劃與教學規劃、教材呈現、資源管理、學習評量等五個部分均有明顯的提升。(二) 種子教師在實施過程中遇到場地空間與教學時間不足的限制以及學生先備能力的差異並且專業知能缺乏。建議：(一) 建立專屬體育教學模組的網路學習平台，將體育教學模組的相關概念與資訊放置網路平台，使專長體育教師與跨體育領域專長體育教師，能在網路平台進行分享，以利後續的推廣。(二) 面對器材場地的限制，未來如果在推廣體育教學模組的過程中，能配置一組方便攜帶的器材，一方面能解決體育教師在實際使用體育教學模組時的限制，另一方面勢必將減低推廣的阻力，增加體育教師使用體育教學模組的意願，以達推廣之目的。The purpose of this study was to investigate the professional growth status of seed teachers in the primary schools after receiving the tactical games instructional module (TGIM) as professional training. Methods: 30 primary school PE teachers were selected from 22 counties of Taiwan. The questionnaire was used to collect teachers’ reposes before the tactical games instructional module workshops. Data were also collected from counseling university teachers’ evaluation log, PE teachers teaching diary records. The quantitative data were analyzed by the descriptive statistics and t-test. The qualitative data were categorized and triangulated through the constant comparative method. Results: (1) In curriculum planning and teaching planning, teaching material presentation, resource management, learning assessment, etc. are significant improvements. (2) The seed teacher encountered the limitations of the space and teaching time and the difference in the ability of the students to prepare and lack of professional knowledge. Advice:(1) to establish an online learning platform of the TGIM in a learning community form for primary school PE teachers to overcome the obstacles while implementing the TGIM; and (2) to equip teachers with portable equipment while implementing the teaching module.