以體育教師課程價值取向觀點談道德教學之促進

體育課經驗與社會系統價值經驗的連結性高，是促進大學階段道德發展最具成效的課程與運動環境，然而體育教師在進行教學課程的決定與實施時，是否關注、滿足社會脈絡與學生道德促進之需求，將影響學生運動道德之成長質量。因此，本文旨在從體育教師課程價值取向的觀點，討論如何提升運動道德之教學課程，以文獻回顧法整合實證研究與論著，全文中分成三個主要部分進行探索：一、體育教師課程價值取向；二、教師課程價值取向與課程決定；三、體育教師課程價值取向與運動道德促進教學。從整理的文獻與分析探討的內容中可以發現，研究既已證實，教師之課程決定與教學行為確實受到個人課程價值取向的影響，且最終會影響學生的學習成效、價值觀與態度，期盼藉由本文，呼籲大學體育教師重新檢視與發揮自身在大學道德教育上的角色與責任，適時的自我省思與運用，彰顯大學體育的功能以符合社會角色與社會期望。

關鍵字

道德發展；運動道德；課程決定

並列摘要

Physical education (PE) has the most efficient curriculum and exercise environment for university students’ moral development due to the strong connection with social value systems. How PE teachers’ curricular decision making and delivery with concerning and satisfying the needs of society and students’ moral promotion, will influence the development and orientation of morality. The purpose of this article was to subject a discussion of how to promote the morality teaching from the viewpoint of teachers’ curriculum value orientations. By reviewing correlate studies, three dimensions were discussed in this study: 1. PE teachers’ curriculum value orientations; 2. the relations between PE teachers’ curriculum value orientations and curricular decision making; 3. PE teachers’ curriculum value orientations and the implementations of moral promotion in PE. According to the reviewed studies, the interrelationship among PE teachers’ curricular decision making, teaching behaviors, and value orientations were confirmed. In the ultimate, the influence will lead students’ learning, values, and attitude. This article intended to attract university PE teacher to reevaluate their character and responsibility on students’ moral education, keeping self-reflection and attention of teaching. The educational function of university PE needs to be exhibited to correspond with social expectations.