透過您的圖書館登入
IP:3.91.19.28
  • 期刊

後現代思潮下體育教師信念指標之建構及權重分析

The construction and weight analysis of physical education teachers' belief indices under the postmodern thoughts

摘要


緒論:後現代主義思想潮流影響社會多元的價值思考模式,充斥在教育體系之間,教育主管單位不能再用傳統思維引導教師教學,教師更不能用現在性思維來教育未來的學生,須透過後現代的核心概念來啟發學生,檢視自身的教學,避免再陷入另一種霸權的形式,因此,體育教師不應該只著重在傳統固有的教學模式,須秉持著質疑、反省、批判的態度,勇於挑戰權威,給予學生多元的學習內容,為朝向進步社會狀態重新建構嶄新的面貌。檢視國內外相關文獻,尚未發現以後現代為範疇、以體育教師為對象、以信念為主題之實證研究,因而探討本研究主題,實有其必要性與價值性。本研究目的乃在編製後現代思潮下體育教師信念指標,以符合時代創新之變革,追求更好的教學品質。方法:透過文獻分析、10 位教育行政及學校體育教師參與三次焦點團體座談、2 位體育及教育領域教授進行深度訪談、10 位專家學者實施修正式德懷術 (Modified Delphi Method) 及層級分析法 (Analytic Hierarchy Process, AHP),歷經等五階段創編指標,從無到有、從自編到專家檢視,再輔以統計方式加以確認各指標之內涵。結果:本研究結果歸納出「多元」、「反省」、「批判」、「創新」等4 項二級指標與29 項三級指標,此4 項二級指標權重值分別21.8%、23.5%、15.2%、39.6%,「創新」權重排序最高。結論:本研究所建構之後現代思潮下體育教師信念指標具有良好的信效度,未來可作為評估在後現代思潮下體育教師信念之用。

並列摘要


Introduction: The trend of postmodernism has an impact on the pluralistic value thinking modes in the society. The trend floods in the educational system, therefore, neither the traditional thoughts shall be adopted by educational competent units to guide teachings, nor the current thoughts be applied by the teachers to educate the future students. Instead they shall enlighten students with core concepts of postmodernism, reflect on their teaching to avoid being caught in another form of hegemony. In consequence, the PE teacher shall not only focus on the traditional and well-established teaching modes, but also uphold a skeptical, introspective and critical attitude and be encouraged to challenge authority to present students with more diversified learning contents and build a brand-new outlook for moving towards more advanced social state. No empirical researches based on postmodernism, taking PE teachers as objects, focusing on belief have been found in domestic and oversea relevant documents which, therefore, makes the discussion over the research topic imperative and worthwhile. This research focuses on establishing belief indices for PE teachers in the setting of postmodernism to keep in compliance with the change of epoch innovation and pursue for better teaching quality. Methods: Through literature analysis, three times the focus group discussions jointed by 10 educational administrators and school PE teachers, the depth interviews with two PE professors, Modified Delphi Method (MDM) and Analytic Hierarchy Process (AHP) formally implemented by 10 experts and scholars after these five stages construct indices. The connotation of each index independently developed from nothing, going through expert's inspections will be confirmed in statistical way. Results: The results of this study summarized 4 second-level indices and 29 third-level indices for PE teachers' beliefs under the postmodern thoughts. There were 4 second-level indices included "Multiple", "Reflection", "Criticism" and "Innovation", and the weight analysis calculations were 21.8%, 23.5%, 15.2%, 39.6% by sequence. The "Innovation" was the top ranking. Conclusion: To conclude, that each of these indices has a well-considered method with fair validity and reliability. It can be used to evaluate beliefs for PE teachers under postmodern thoughts.

參考文獻


王文宜、闕月清、周建智(2010)。創思教學對不同身體動覺能力學生創造力之影響。運動研究。19(2),42-52。
聶曉梅、黃維(2015)。創新思維與創業精神:美國設計類藝術碩士教育的核心價值探析。中華印刷科技年報。2015,227-234。
程瑞福(2004)。臺灣地區體育教師專業評鑑指標建構之研究。大專體育學刊。6(2),31-42。
蒲逸悧(2011)。臺北市國民中學體育教師教學信念、教學創新與教學效能之相關。臺灣運動教育學報。6(1),15-28。
譚彩鳳(2010)。從教師的學習經驗探討其教學信念與教學行為之塑造:個案研究。當代教育研究季刊。18(2),71-111。

被引用紀錄


謝文偉(2022)。應用層級分析法建置籃球裁判專業職能模式臺灣體育運動管理學報22(1),1-24。https://doi.org/10.6547%2ftassm.202206_22(1).0001

延伸閱讀