價值取向代表著理論信念的系統,它可以指引教師從事課程的決定。本文的目的試圖從「價值理論」的角度,來論述「體育教師課程價值取向的形成歷程」。本文採用理論分析,配合對「理論」基本要素的界定(包含:概念、變項、陳述和格式),來鋪陳「價值理論」的內涵,再從對價值理論的理解中,來論述體育教師課程價值取向的形成歷程。依據探討的結果指出,體育教師的課程價值取向形成的歷程,受到社會價值體系和個人價值觀兩個遠端因素,和個人與情境兩個近端因素的影響;而其發展過程則依循選擇、珍視、肯定、行動和重複等五個效標的脈絡進行。可見若未依此脈絡前進,則表示其對課程的價值取向尚未成熟,還未形成一個穩定的課程價值取向;且當個人因素和環境因素改變時,教師的課程價值取向也會隨之受影響而產生改變。
Value orientations represent theoretical belief system that guided teachers' curricular decision making. This paper adopted the four key elements, including concepts, variables, statements and formats to describe the content of ”value theory”. By understanding value theory, the paper discoursed the curricular value orientations of physical education to discoursed ”the curricular value orientations of physical education teachers”. The investigation result showed that the formation process of curricular value orientations was affected by two far-out factors (the social value systems and personal values) and close-in factors (personal and situation elements). The development process of curricular value orientations was emerged following choosing, prizing, affirming, acting and repeating. If the value orientations didn't follow the rule, they were unstable. The curricular value orientations will be changed by the personal and situation factors.