國小教師深度休閒經驗與專業發展之研究

A Study on Serious Leisure and Professional Development of Elementary School Teachers

江淑惠(Shu-Hui Chiang)

指導教授 ： 蔡怡君

國立暨南國際大學/教育學院/成人與繼續教育研究所/碩士(2010年)

https://doi.org/10.6837/NCNU.2010.00002

摘要

本研究採質性研究，以六位具有深度休閒經驗之國小教師為研究對象，以Stebbins深度休閒理論之內涵及教師專業發展之研究撰寫訪談大綱，輔以半開放性深度訪談方式，旨在探討國小教師深度休閒經驗與專業發展之省思，以瞭解國小教師參與深度休閒活動之動機、持續不斷之因素、投入之收穫，分析國小教師之深度休閒經驗對教師專業發展之影響及建議。 本研究經資料蒐集整理、分析討論、研究發現，歸納出結論如下： 一、 國小教師參與休閒活動的內在動機比外在動機強烈，因為休閒的內在自發性高，所以越能體會到愉悅的身心滿足感。 二、 深度休閒者的特質影響國小教師之休閒認知、態度與期望，這些特質為國小教師克服其參與休閒活動阻礙之重要因素。 三、 對休閒經驗美好的感受及休閒團體成員的影響是國小教師持續投入深度休閒活動的原動力。 四、 國小教師投入深度休閒活動會帶來放鬆情緒、自我成長、及社會尊重等休閒效益，這些收穫讓之國小教師擁有正向、積極的休閒態度。 五、 國小教師能運用深度休閒經驗於教師專業發展中，培養學生良好的休閒態度，有效的引導學生發展有益身心的休閒行為。 六、 投入深度休閒活動之國小教師建議教育行政組織及學校能尊重教師意願，能利用週三下午時間，提供休閒課程研習機會讓國小教師儲備自己的專業發展能力。 最後，本研究根據上述研究結果，針對教育行政組織、學校和教師，以及未來相關研究等方面提出建議。

關鍵字

國小教師 ； 深度休閒 ； 教師專業發展

並列摘要

This study on the use of qualitative research methods, to six serious leisure experience elementary school teachers are subject to the theory of the Stebbins’serious leisure and professional development of elementary school teachers for writing questionnaire, interviews with semi-open depth mode, focusing on elementary school teachers in the serious leisure of experience and professional development of self-reflection, in order to understand the serious of the elementary school teachers' participation in motivations, the lasting participating factors,the benefits of serious leisure, analysis of elementary school teachers’serious leisure experience on the influence of the professional development of teachers and teachers' professional development suggestions.
According to the research findings, conclusions were made respectively as following:
1. Elementary school teachers to take part in leisure activities of intrinsic motivation than a strong external motivation, because the internal leisure spontaneously high, so the more acutely aware of the physical and mental satisfaction.
2. Serious leisure personal characteristics affect elementary school teachers for leisure in knowledge, attitude and expectation, these characteristics are elementary school teachers to overcome constraints to take part in leisure.
3. For leisure experience good feelings and leisure groups influence is a member of the elementary teachers continuing to take part in serious leisure activities.
4. Elementary school teachers to take part in serious leisure activities will have the benefit of ease of leisure, self-growth, and social benefits of respect for leisure, the harvest for elementary school teachers have a positive, active leisure attitudes.
5. Elementary school teachers to be able to use the experience to serious leisure in teacher professional development, develop effective leisure attitudes, guidable students'development wholesome activities.
6. To take part in serious leisure activities for elementary school teachers proposed education administrative organizations and schools will respect the wishes, teachers can take advantage of Wednesday afternoon provides information on leisure programs study opportunities for elementary school teachers reserve personal professional development.
Based on the conclusions above, the research proposed some suggestions to the administrative organization for education, schools and teachers, as well as related areas such as research in the future.

並列關鍵字

elementary school teachers ； serious leisure ； professional development of teachers

參考文獻

夏淑蓉、謝智謀（2002）。這個世界需要認真休閒。大專體育，62，163-167。

薛銘卿（1992）。休閒及休閒活動定義之詮釋：非規範及規範性觀點。戶外遊憩研究，5（3/4），71-89。

參考文獻

中文文獻

尤逸歆（2004）。國小教師休閒運動參與、工作倦怠與生活滿意之研究。國立雲林科技大學休閒運動研究所碩士論文，未出版，雲林縣。