- 期刊
「素養導向體育教材教法」教學實施與學習成效之行動研究
An Action Research of Literacy-based Teaching Methods and Materials in Physical Education
摘要
本研究為「素養導向體育教材教法」教學實施與學習成效之行動研究，目的：首為建立素養導向的課程內容，次為瞭解師資生體育素養之現況、學習成效及感受，復在探討師培科目教師在素養導向的教學所遇問題及因應之道。參與研究者為研究者本人及修課且經其同意的師資生27位，方法：採取質量並用進行，以量表、問卷、訪談大綱、日誌、檢核表等研究工具蒐集資料，量化資料是以獨立樣本t檢定檢視師資生的體育素養現況及修課後的影響，質性資料以內容分析與持續比較法分析。結果：一、素養導向的體育教材教法授課內容可由三部分構成，可歸納出精進的、整體的、策略的、接地的、多元的、實踐的六個發展原則；二、師資生體育素養得分為中等以上，以成效而言，在體育素養的部分因素達顯著差異，且由內容分析得到在計畫、講述、健康操示範等教學技術皆有明顯進步；三、師資生感受：對課程滿意度高、能覺知個人進步、課程能提升素養教學知能、期望增加現場實際教學機會等；四、教師在教學過程中遭遇了多項問題，也提出了適當方法因應，在動態教學過程中省思及精進，對素養的體育教材教法有更佳認識。結論：一、素養導向的體育教材教法授課內容應符合提升教師素質的內涵及素養教學精神而建構；二、素養導向的師培教學對體育素養及教學技術具有成效，實地學習、學習社群的實施對師培專業科目教學具重要性；三、師資生對課程多持肯定、認為能提升其素養教學知能及部分另類看法，皆可供日後施教參考；四、教學問題與因應相生相成，師培科目教師在教學的行動中體現教學相長，提升教師的教學品質及實踐能力。
並列摘要
The purpose of this study was to examine the effects of literacy-based teaching methods and materials in physical education. First of all, was to develop the curriculum and then to examine the current situations, thoughts, and learning effects of pre-service teachers' concepts of physical literacy. Second, was to examine the problems and solutions of physical education teacher education (PETE) teachers in literacy-based curriculum and teaching. The participants in this study were twenty-seven pre-service teachers and researcher and adopting both qualitative and quantitative methods. The instruments to examine the effects of literacy-based curriculum and teaching consist of questionnaire, interview outline, teaching journal, and checklist. The data were analyzed with independent-sample t test and constant comparison method to examine the effects. There were four major results and conclusions. First, literacy-based curriculum was developed with three components and induced into six principles which are progressive, holistic, tactical, grassroots, multiple, and practical. Second, there was a significant difference in the test of pre-service teachers' teaching skill such as planning, directed lecture, and demonstration of dynamic exercise. The score in questionnaire was moderate. Third, the perspectives of pre-service teachers were high satisfaction, progression of self-perception, knowing of literacy-based teaching, and looking forward the opportunities of practical teaching. Fourth, when meeting the problems, PETE teachers offered adequate solutions with reflection to get the new understanding of literacy-based curriculum and teaching. In short, literacy-based teaching methods and materials should be based on literacy and pre-service teachers mostly had positive values on it.