海峽兩岸大專院校體育課程之比較研究：以長庚大學與上海交通大學為例

我國大專院校體育課在1994年大學法修正公布後，大專院校體育課程在課程目標、課程內容、課程實施與課程評量層面產生了各校自主的現況。反觀中國大陸自1990年先後針對高等學校體育課程頒布一系列法律規定。海峽兩岸教育主管機關對大專院校體育課程的規定，前者開放、後者嚴謹。本研究透過文獻分析與比較研究之方法，針對海峽兩岸大專院校體育課程不同層面進行研究，並獲至以下結論：一、在課程目標方面：臺灣地區較重視運動樂趣、休閒價值觀、學生個別能力發展與學生獨特思考能力等方面，而中國大陸則側重體質教育、思想品德教育、競技能力與意識、團隊精神及國家文化等。二、在課程內容方面：臺灣地區重視健康及休閒課程，而中國大陸較重視民族性之傳統體育課程及具國家特色的優勢項目課程。三、在課程實施方面：兩岸在必、選修年限、學分授予等課程實施分項上皆有不同。四、在課程評量部分：中國大陸在體能與技能上的評量比率高達70－80％，臺灣地區則逐步重視認知與情意評量的部分，其比率提高至40－50％。

關鍵字

大專院校體育課程；課程目標；課程內容；課程實施；課程評量

並列摘要

This study was to investigate the physical education curriculum in terms of objective, content, implementation and evaluation of the post-secondary colleges between the two countries of the Taiwan Strait by using literature analysis and comparative research methods. The findings indicated that: In terms of objective, Taiwan relatively emphasized on the enjoyment of physical education, values of leisure, individual physical ability development, and creative thinking ability, whereas Mainland China focused on physical fitness education, moral character education, competitive ability and consciousness, team spirit, and national culture. In terms of content, Taiwan emphasized on health and leisure course, whereas Mainland China focused on traditional physical education and courses on dominant events of China. In terms of implementation, the number of years of compulsory and elective courses, and the offering of credit between the two countries were of significant difference. As for evaluation, the ratio of physical fitness and movement skill in Mainland China was from 70% to 80%, whereas Taiwan focused on cognitive domain and affective domain that the ratio had been increased up to 40% or 50%.

並列關鍵字

physical education curriculum of post-secondary colleges ； curriculum objective ； curriculum content ； curriculum implementation ； curriculum evaluation

國際替代計量

海峽兩岸大專院校體育課程之比較研究：以長庚大學與上海交通大學為例

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