搭起比賽的橋樑－體育教學中遊戲情境的建構之行動研究

本研究採「行動研究」的方式，邀請一位女性國中體育教師為研究參與者，並以其所教授的一個國中三年級班級既定的足球課程進行教學實踐，依循行動研究的循環步驟，探討建構取向體育教學的教學成效與反應情形，以及合作行動研究的可行性。研究過程中以訪談、錄影、學習單、調查表為主要的資料蒐集方式，所得資料透過次數計算、百分比、繪圖及持續比較法等方式呈現。研究結果顯示透過遊戲情境的建構，進到比賽為主的教學，能引發學生的學習興趣，增進戰術概念、提升比賽能力，以及促進團隊合作精神。而參與教師也認同以比賽為手段引導學生多面向的學習，惟教學過程中教師關注的焦點與研究者有所不同，研究者關注遊戲、比賽情境建構的影響，參與教師則更感興趣於多媒體應用的效果。本研究亦肯定研究者與實務教師協同合作行動研究的可行性，能促進理論與實務間的對話，然過程中互信互賴研究關係的維持則必須審慎處理。

關鍵字

行動研究；建構取向體育教學；足球教學

並列摘要

The present study was an action research, the participants of which were a female physical education teacher and a class of ninth graders she taught. It was a soccer course under investigation. Following the cyclical procedure of action research, this study examined the effect of constructivist-oriented physical education instruction and the feasibility of collaborative action research between a researcher and a practitioner. Data were collected through interviews, participant observations, video-recording, worksheets, and survey forms. The constant comparison method was used to analyze the data. The results showed that through the construction of a play context, teaching consisted mainly of games could elevate students' learning motivation, promote their concept of tactics, strengthen their ability in games, and promote team cooperation. The participant teacher also indicated that games as a means could guide multifaceted learning. However, during the process of teaching, the teacher and the researcher differed on their point of concern. The researcher was concerned with the influences of the construction of play and game contexts, while the teacher was interested in the effect of application of multimedia. The research reported here confirmed the feasibility of collaborative action research between researchers and practitioners, which can promote the interplay between theory and practice, but the maintenance of a mutual-trust relationship must be tackled with caution.