大學潛水課程中教學事件與學習者情緒知覺流轉之研究

A Study on Learners' Emotion Evolvement and Teaching Events in a College Level Scuba Diving Course

章勝傑(Simon Chang) ； 溫卓謀(Cho-Mou Wen) ； 莊鑫裕(Xin-Yu Zhuang)

《臺東大學體育學報》 28期 (2018/06) Pp. 63-92

摘要

目的：檢視潛水課程中，隨著教學事件的展開，學生情緒經驗的發生與轉折；透過文本資料分析，建構潛水學習歷程中學習者的情緒圖像，提供教學者梳理課程、反思教學的訊息。方法：研究者使用影音記錄、課後回饋問卷、非結構訪談及學生期末報告等工具從事多階段、多工具的質性研究，透過逐字稿整理與資料點標註，蒐集到1182個情緒資料點，並藉由時間軸編碼進行教學事件與學習者情緒知覺的分析。結論：（一）從整體課程情緒波動與轉折的歷程來看，學習者經歷了緊張、害怕、疲憊與挫折的情緒，學會感恩，也經驗更多的滿足、喜悅、自信、快樂與期待的情緒氛圍。藉由學生情緒經驗的解析，印證了課程理念的落實，也顯現出這門潛水課程的存在價值。（二）學習者的負面情緒經驗與泳池水溫過低、進度安排緊湊、助教們教學指導的差異、潛水訓練池10米深度的下潛訓練、綠島潛水碎浪區進出以及學習過程中面鏡排水導致的嗆水等教學事件有關。（三）整個潛水課程仍有極少數學習者持續經驗恐懼不安的情緒。此結果提醒教學者勿忽略常態分配末端的少數個體，應透過更完整的支持系統，成全學生的學習需求。

關鍵字

情緒圖像 ； 課程脈絡 ； 教學省思

並列摘要

Purpose: The purpose of this study was to examine the evolvement of students' emotions as the teaching events unfolded in a scuba diving course. Method: By analyzing collected text data, we reconstructed the dynamics of the learner emotions and provided information for the instructor to reflect on his instruction. Video and audio records, in-class feedback questionnaire, non-structure interview, and students' final report were employed to conduct this multi-phase-multi-method qualitative research. We derived 1182 data points on student emotion through coding the transcripts and writings during the course. Those data points were analyzed corresponding to the timeline of the teaching events. Conclusion: It is concluded that, a) Students went through a journey of anxiety, scare, exhaust, and frustration, but also experienced strongly emotions of satisfaction, joyfulness, self-confidence, happiness, expectance, and thanksgiving. The dynamics of student emotions in the learning process manifested the value as well as the realization of mission of this course. b) The unpleasant experiences were mostly associated with the coldness of the pool water, the condensed course arrangement, the inconsistency between the instructions of TA's, the 10-meter-deep pool training in the diving center, getting in and out of the breaker area, and the choking experiences in diving mask clearing process. c) There were still few students who experiences constant anxiety or panic during the learning process. In the future, the diving instructors should be aware of those undergoing emotions and give in-time corresponding support to those needed.

並列關鍵字

emotion dynamics ； curriculum context ； teaching reflection

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