國中體育課之學生文化

學生間因每個人成長背景、學習環境、班級氣氛、價值觀等因素構成特有的學生文化，學生文化對於教師的教學和學生的學習可能是助力，也可能是阻力；教師若能瞭解體育課中的特有的文化，並善加引導與運用，便可提高學生學習動機與成效。本研究目的在瞭解學生對體育課看法與感受，且進一步探討學生體育課中特有文化，作為教師未來教學參考之用。本研究對四位國中階段學生使用訪談法與觀察法進行實徵性研究，將所得資料歸統整後得出國中生在體育課中存在著這樣的文化：體育課是解放時刻，學生認為體育課是釋放壓力的時候；強者天下，動作技能的強弱會對人際關係以及對體育課的學習動機和運動參與帶來影響。另外小組的學習方式在體育課中該如何分組，學生間則有不同的看法，運動能力強的都想和強的一組或競爭、弱的有人希望能跟強的一隊，有的則不想，但都不想和強的競爭；用趣味化的遊戲上體育課便沒人會逃跑，學生也能在玩樂中學習；體育課時的氛圍是團結的。瞭解這些體育課中的文化後，多使用樂趣化教學，且妥善安排強弱間的分組以及比賽方式，能讓更多的學生都更投入在學習中，達到更好的教學成效。

關鍵字

學生文化；體育課

並列摘要

Some unique student cultures are shaped because of the differences in students' birth and family background, learning environment, classroom atmosphere and value system. Those student cultures can facilitate or hinder teaching and learning. If teachers understand the unique student cultures in physical education and make good use of it, students' learning motivation and performance will be improved. The purpose of this study is to explore students' points of view on physical education. What they think and how they feel about physical education enable us to scrutinize the unique student culture in physical education. In this study, we interviewed four junior high school students and observed their performances in physical education. All of the data are categorized and further analyzed. The major findings are as follow: (1) Physical education is a moment of relaxation. Students think that most of their pressures will be released during physical education. (2) Good perfor What's more, all of the low ability learners don't want to compete with the high ability learners. (4) If teachers introduce some PE-relative games during the class, students can learn the skills by playing. (5) Students show the spirit of unity during physical education. After we gain insight into those unique student cultures in physical education, teachers should design more PE-relative games and have awareness of students' abilities when it comes to grouping and competition. With these in mind, more and more students are willing to involve in physical education, which will bring better effects on teaching and learning.mance is everything. To be more specific, how students perform during the class will influence their social relationships, learning motivation and the involvement in different activities. (3) Students' points of view on the grouping are not always the same. Most of the high ability learners want to be grouped with people like them. As for the low ability learners, some want to be grouped with the high ability learners while others don't.