直播課程中動作教學內涵與困境之研究－以太極拳教學為例

太極拳是動作組合多樣、強調序列性與內外身心合一的武術運動。教學者面對網路直播模式，不論是教學方法和準備教學環境都是新的挑戰。目的：整理歸納太極拳直播課程的困境與解決對策，探討網路直播環境下，動作學習分期之認知期、聯結期、自動化期之教學內涵與教學方式。方法：以半結構式深入訪談六位具網路直播太極拳課程經驗之教學者，將逐字稿做內容分析。結果：教學最大困境為網路連線品質無法掌握。認知期、聯結期、自動化期三階段的教學內涵，會從外在肢體動作逐漸轉為內在勁力，教學方式從初期直接命令式透過重複練習，與自測式教學法的增加，以引導發展學習者太極拳的自覺。結論：教學者要加強使用科技能力、主動幫助學員解決問題，並經營FB、Line社群，增加網路、線下互動、信任與學習意願。在教學各階段要發展學習者不同程度的自我覺察與錯誤修正，以補足網路直播課程無法親自指導的困境。

關鍵字

直播教學；太極拳；動作學習

並列摘要

Tai Chi emphasizes an integrated sequence of bodily movements and the unity of the body and mind. Online Tai Chi instruction poses challenges regarding streaming latency and teaching methodologies. Purpose: This study aimed to identify the difficulties and potential solutions encountered in live Tai Chi courses online, with a focus on motor learning and on the associative and autonomous phases. Methods: This qualitative study conducted semi-structured interviews with six teachers who were experienced in offering webcast courses. Results: The primary challenge identified was intermittent network connectivity. The teachers adopted command-style teaching to maintain continuity, practice-style teaching to improve the students' motor skills, and self-check-style teaching to cultivate the students' mind and character. Conclusion: Teachers should become more adept with technology, proactively engage in interactive problem-solving, and utilize platforms such as Facebook and Line to foster both online and offline interactions and increase trust. Additionally, guiding learners through different levels of self-awareness and error correction at each learning stage can compensate for the lack of in-person instruction.

並列關鍵字

synchronized course ； Tai-Chi ； motor

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