台北市國民小學教師體育課程價值取向之研究

Elementary School Teacher Value Orientation of Physical Education Curriculum in Taipei

蔡軒宇(Hsuan-Yu Tsai) ； 林國瑞(Kuo-Jui Lin) ； 李一聖(I-Sheng Lee) ； 林曉怡(Hsiao-Yi Lin) ； 陳堅錐(Chine-Chui Chin)

《北體學報》 10期 (2002/11) Pp. 147-158

https://doi.org/10.6167/TPEC/2002.10.13

摘要

本研究之目的在於探討： 一、瞭解台北市國民小學體育教師之體育課程價值取向之現況； 二、比較不同背景變項之體育教師在體育課程價值取向上之差異情形。本研究利用問卷調查法來收集所需資料。本研究以台北市國小體育教師爲研究對象。資料處理採敘述統計、獨立樣本t檢定、單因子變異數分析。 本研究主要結論爲： 一、台北市國小教師在各體育課程價值的優先順序爲依序爲：生態整合價值取向；社會重建價值取向；學科精熟價值取向；學習過程價值取向；自我實現價值取向。 二、台北市國小教師持有體育課程各價值取向的高得分趨勢依序爲：學科精熟價值取向；社會重建價值取向；生態整合價值取向；學習過程價值取向；沒有自我實現價值取向之教師；持一個價值取向的有佔36.48%，持兩個價值取向的有佔0.31%。 三、任教年資4-9年及體育科任之教師其學科精熟取向較高；男性教師其學習過程取向較高；女性教師、任教年資1-3年、教師兼行政與其他科任其自我實現取向較高；任教年資1-3年之教師其社會重建取向較高；任教年資10年以上及師範院校畢業之教師其生態整合取向較高。

關鍵字

體育課程 ； 價值取向 ； 國民小學 ； 體育

並列摘要

The purpose of this study was to (a) identify elementary school teacher value orientation of physical education curriculum in Taipei; and (b) compare the differences among selected demographic variables on teacher value orientation of physical education curriculum. Two questionnaires were utilized for data collection including (a) demographic information sheet, and (b) Physical Education Value Orientation Inventory. The sample included 200 physical education teachers randomly selected from 151 elementary schools in Taipei. From the survey returned, 159 were coded. The response rate for this study was 79.5%. Descriptive statistics, independent sample T-test, and one-way ANOVA were computed for data analysis. The results of this research indicated that:
1. The priority of elementary school teacher value orientation of physical education curriculum in Taipei was (in sequences): Ecological Integration, Social Reconstruction, Subject Mastery, Learning Process, and Self-realization.
2. The scores of elementary school teacher value orientation of physical education curriculum in Taipei were (from high to low): Subject Mastery, Social Reconstruction, Ecological Integration, Learning Process, and Self-realization. 36.48% of the teachers held one value orientation while 0.31% of the teachers held two value orientations.
3. Teachers with four to nine years of instruction experience and professional physical educational teachers had higher Subject Mastery Orientation. Male teachers had higher Learning Process Orientation. Female teachers, teachers with one to three years of instruction experience, teachers with administrative duties and other professional teachers had higher Self-realization Orientation. Teachers with one to three years of instruction experience had higher Social Reconstruction Orientation. Teachers with more than ten years of instruction experience and teachers graduated from teachers colleges had higher Ecological Integration Orientation.

並列關鍵字

Physical Education Curriculum ； Value Orientation ； Elementary school ； Physical education