健康與體育學習領域教師實施協同教學之研究

Study on the Implementation of Team Teaching Plans by Teachers in the Health and Physical Education Learning Area

王敏秀(wang ming-hsiu)

指導教授 ： 闕月清

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(2001年)

摘要

健康與體育學習領域教師實施協同教學之研究本研究目的，主要是探討『健康與體育學習領域』教師實施協同教學之過程與反應。研究對象是國民中學的兩位體育教師、兩位健康教育教師及一年級兩個班級的學生。四位教師透過協同教學計劃，設計出健康教育三節課、體育六節課單科及二節課合科的協同教學。本研究使用質性方法，藉由參與觀察札記、日誌及訪談紀錄資料的蒐集，運用持續比較法（constant comparison method）分析資料。研究結果顯示健康教育教師及體育教師在協同教學中，都認同專業交流的益處，也產生了一些顧慮，並進而提出實施協同教學的策略。本研究的發現如下：
（一）協同教學促進教師專業省思，增進學生的學習動機及發展學生的潛能，提
供未來教師實施協同教學的積極經驗。其協同教學計劃實施之適合時機是在寒、
暑假中進行，而減少教師授課時數、訂定協同教學計劃共同的時間及空間，是教
師的具體建議。（二）師生以班群的方式進行協同教學，避免學生之間或對教師
的適應，並促進教師對學生個別差異的瞭解。而視聽器材管理人員的協助，提昇
教師教學資源的運用及增強協同機制，提高對學生學習及個別指導的成效。（三）
教師在協同教學經驗中，課程經過不斷的討論、修改、評鑑，成為適合學生學習
的教學活動，是教師自行研發以學校為本位課程的新契機。（四）體育教師在協
同教學中，不但能夠互相觀摩教學，而且可以互相協助場地器材的佈置或技能動
作的示範，讓體育教學更有效，增進學生的學習。（五）健康教育與體育的合科
協同教學。受限於大班教學人數，場地器材的不足，教學時間的限制，影響學生
的學習效果。不同學科的專業教師，在教學中並未能觀摩或協助教學。對教師的
教學沒有助益，也無益於學生的學習指導。但是，可以讓學生有一個統整的概念、
學習內容與生活經驗結合。（六）教師在協同教學過程中，必須承受協同教學計
劃的時間、教學設計、教師間意見的衝突與協調，面對另一位教師的專業監督、
教師間的合作、大班教學的壓力及學生的評價與比較。對於一位長期處於獨立門
戶的教師而言，所要突破的是生、心理及社會壓力。（七）協同教學讓學生覺得
教師更認真教學，並且可以接受不同教師的教學方法，得到較豐富、有趣、創意
的學習活動。
關鍵字：協同教學、質性研究

關鍵字

協同教學 ； 質性研究

並列摘要

The purpose of this study was to investigate the process of implementing team teaching plans and teachers’ ideas about the plans. The participants included two Junior High Physical Education teachers, two Health Education teachers and two classes of first-year students. These four teachers designed and taught three sessions of Health Education class, four sessions of Physical Education class, and two sessions of Physical and Health Education team teaching class. Qualitative method was used to collect data through participant observation notes, journals and interviews. Data were analyzed with constant comparison method. Results showed that both Health Education and Physical Education teachers acknowledged that exchanging ideas with other teachers was beneficial, but they had doubts as well. They offered some proposals to enhance team teaching plans. The findings of this study were as follows:(1) Team teaching motivated teachers to reflect on their teaching and provided incentives for students to learn and develop their potentials. Teachers suggested that teaching hours for each teacher should be reduced; time and space should be arranged for teachers to make team teaching plans. (2) The implementation of team teaching plans with small class group allowed students to adjust to their teachers and fellow students, and teachers to understand better about the individual difference of the students. (3) Team teaching plans underwent the process of continuous discussion, modification and evaluation, which ensured quality teaching activities. (4) Teachers learned from each other in team teaching. They could enhance the effectiveness of teaching by helping each other arrange the facilities or demonstrate basic movements;(5) Health and Physical Education team teaching provided students with integrated concepts of these two subjects and opportunities to associate what they learned in their real life experience. However, lack in facilities and limitation in teaching hours diminished the learning effects. (6) Teachers who had been working individually were under great pressure while implementing team teaching plans. (7) Students benefited from the differences in teaching methods in team teaching. The activities were more various, interesting and creative.
Keywords: team teaching, qualitative study

並列關鍵字

Team Teaching ； Qualitative Study

參考文獻

方德隆(民89)。九年一貫課程學習領域之統整。課程與教學季刊，

王春堎(民88)。因應九年一貫課程 – 體育教師應有的認識及作法。

王敏秀、闕月清（民90）。國中一年級健康與體育學習領域的協同教

張明輝（民88）。學校教育與行政革新研究。台北：師大書苑。

陳木金(民89)。從學校行政系統理論觀點看九年一貫新課程的實施。