探究遊戲在體育教學的價值：經驗學習理論的應用

兒童天生熱愛遊戲，透過遊戲除了可以進行學習、適應與發展，更能夠誘發其參與學習的動機，對於生理、心理與社會皆有正面的影響與功能。體育是身體活動的「教育」，經常以運動競賽方式呈現，而且遊戲與運動競賽在本質上相當近似。因此，以「身體活動」為形式、「運動競賽」為方法、「教育」為目標的體育課若能融入「遊戲元素」，將能營造和平且友善的學習體驗，滿足參與運動的動機，讓不同族群享受成功經驗。據此，本文先論述遊戲在體育教學所扮演的角色與內在意義，建立遊戲理論與學校體育的關聯性，從中尋求經驗學習在體育課中的存在與必要，再綜合杜威的經驗哲學觀、科伯的經驗學習理論以及吳木崑分析杜威經驗哲學所架構的課程與教學啟示為基礎，發展體育教學指引，進一步藉由梅茲樂所提出之動作技能學習策略建構體育課的遊戲世界，蓄積遊戲在體育教學的存有價值。

關鍵字

經驗學習理論；動作技能學習；問題解決；反思思考；運動競賽

並列摘要

Children loved to play naturally, and they could learn, adapt, and develop through participating in play. Play was one of the main ways in which children learned and had positive effects in physiological, affective, and social dimension. Physical education was education through body movement and presented in sport. Moreover, there were common characteristics between play and sport. If play could be involved in PE classes, more peaceful and friendly learning experience would be constructed and motivation could be stimulated as well. After the role and interior meaning of the play in PE teaching were established, the connections between play theory and school PE classes were also determined. Then we should find the necessities for experiential learning in PE classes. After that, we integrated Dewey's experiential learning philosophy, Kolb's experiential learning theory, and Wu's analysis to develop the directions for PE teaching and then adopted Metzler's motor learning strategies to construct the playing world in PE classes and to accumulate the value of the play in PE teaching.