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摘要


一般而言,亞洲國家的學生比較著重於學科成績,較少關於創造力的啟發與創意思考能力的培養過程,故容易造成學生的學習動機和自信心低弱,而影響學生未來探索世界的動力。至於運動教育方面,其體育課程則是偏重於運動技能的學習,以傳統的命令式教學為主。在現今知識快速發展的環境中,爲了滿足人類在追求新知的需求,體育課程應涵蓋全方位能力的培養,以面對整體知識潮流;教育部於九年一貫課程綱要中亦提出為了因應新世紀的需要,我們的國民必須要有良好的適能,才能擔負新時代的任務。是以運動教育課程著實應加強創新課程的設計。近來以探索教育活動進行教育在台灣逐漸被接受,許多研究指出探索教育運用於活動課程的新奇感,可使學生產生多元而獨特的學習經驗,這跟學校傳統的活動課程產生強烈的對比。將探索教育的活動方式及內涵應用於體育教學上,其效益為以樂趣化的教學方式,創造快樂學習;透過團體活動方式培養團動學習、強化品格教育;倡導自主學習,促進學生的思考能力,從活動中亦能為學生帶來許多正向的發展。期望在未來的研究中能針對國小體育課程目標及內容設計適合一套探索教育活動教材。為未來的體育教學注入一股新血,真正讓學生從中培養帶的走的能力。

關鍵字

探索教育 體育教學

並列摘要


In Asian countries, education often pays more attention to students' academic performance than development of creativity and critical thinking. This tends to lead to low motivation and confidence for learning, and can seriously impacts students' abilities to explore the world. Physical education also emphasizes only acquirement of sports skills and uses instructional teaching methods. However, to handle this rapidly changing world, physical education needs to teach students the transferable abilities, such as critical think and creativity, as well. Nine-Year Consistent Curriculum of Primary and Junior High Schools clearly states that our children need to have good physical conditions in order to face the challenges of the new millennium. It means that physical education should come up with new creative curriculum. Many studies have suggested the activity-focused curriculum of exploration education can give students unique and multi-dimensional experience. Applying this approach to physical education will not only enhance the fun of learning and create happy class environment, but also, through group activities, students learn the abilities of teamwork, enhance their sense of morality, become intrinsic learners, and develop critical thinking. We hope further research can focus on developing curriculums consist of explorative activities to address the goals of physical education for elementary schools, and help students develop transferable abilities.

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