政府遷台後高級中學體育課程標準演變之歷史考察(1949-2002)

The evolution of high school physical education standard history hrs after government moved to Taiwan (1994~2002)

林玉雯(Yu-wen Lin)

指導教授 ： 蔡禎雄

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(2003年)

摘要

政府遷台至今，高中體育課程標準修訂已五次，然而欠缺系統而深入的整理。本研究以文獻分析為主，進行史料及相關文獻蒐集，秉持著探究事實真相的基本態度，同時輔以深入訪談，以補史料之不足，來進行分析考察。
本研究，得知以下幾點：
一、 政府遷台之初，由於兩岸對峙，加上情勢的對立，政府依然主張軍事反攻為優先考量，教育發展也以此為政策，隨著解嚴後趨於穩定轉為教育導向；而課程目標，也由訓練技能為主，轉向培養終身運動習慣、休閒生活為主要目標。隨著時代的變遷，經濟的成長，教育政策也跟著改變，由落實基本國策、三民主義為目標，發展成以推動質量並重的教育。
二、 就課程內容而言，最初包含體操、遊戲、田徑、球類及舞蹈等五項必授教材，爾後增加國術、體育知識及體適能，遊戲則被刪除，顯示課程因時代背景而有所更動，以符合時代需求。
三、 從教學時間來看，體育正課維持每週兩小時，未做更動；早操或課間操由每天十五分鐘修改為每週至少三次為原則；在民國84年已無課外運動，但增加選修體育，自第二學年起每週二節，第三學年，每週二至四節，由此可知，教學愈來愈彈性，也愈尊重學生的興趣。
四、 成績評量方式最先以運動技能、學習精神及體育道德為主，至民國72年開始百分比化，民國84年增加體能（10%）及體育知識（25%），評量多元化也愈客觀。
五、 體育正課無法落實的原因為升學主義及體育器材設備不足的影響，使得體育教學的推動受到阻礙。早操及課間操則因學生通車、升學風氣及場地設備不足等因素，實施並不理想；課外運動因學校主政者、場地問題、教師專長等因素，未正常實施；雨天授課多數學校進行室內體育知識教授但較無系統；運動代表隊組訓，實施大致上良好。體育成績考核仍著重運動技能的評量，但體育常識的測驗及其他方式的評量逐漸增多，顯示評量逐漸趨向多元化之評量，因此對於運動技能學習較緩慢之學生無疑是一大助益。

關鍵字

體育課程標準

並列摘要

Since government moved to Taiwan, the standard of high school gym curriculum have been already revised five times, but it devoid of edition in system and depth. We collect document about history with the basic attitude of studying the truth and the basic of the study is the analysis of document. At the same time, we analyze the evolution with deeply discussion to make up the defect of document about history.
We learn several points about the study in the following:
First, the beginning of government moved to Taiwan, it still asserted campaign at first because of the situation with intercostals antagonism. It is also the policy of education development and it become education major direction in stable gradually after glasnost of government. The major goal of curriculum has been converted from training acquisition to developing exercise life habit and leisure life. The government converted from basic policy and the doctrine of democracy to developing education in quality and content and we also changed the policy of education with adapting time and growth of economy.
Next, as far as the content including calisthenics, games, athletics, ball game and aerobics, sometimes Kongfu, athletics and fitness is added. In addition, game is deleted. It reveals that curriculum changes because of period’s background, it corresponds with the need of time.
Third, as considering the instruction time, the physical class maintains as two hours a week. The morning exercise or the class exercise would change to at least three times a week from fifteen minutes for everyday. Since 1995, there were no outside activities. But the elective physical classes have been increased to two periods a week from the second semester; the third semester was two to four periods a week. As we can see, teaching has become more and more elastic and given more respects to students’ interests.
Fourth, the way to evaluate the score is based on the skill of athletics, learning spirits, and athletic ethic. Since 1983, it starts to have percentage. In 1995, physical strength (10%) and sporting knowledge are added (25%). The evaluation is getting objective.
Last, the reason why physical education isn’t workable is the lack of the knowledge of entering the next higher school and the lack of athletic equipments. It also blocks the motivation of physical education. The exercise in the morning or during the class is unideal because of lacking the transportation, studying environment, and equipments. As for activities, it doesn’t implement because of the leader of the school, the problem of the space and the specialty of teachers. Most schools teach sporting knowledge indoor for two days, but it is unsystem. The athletic representative team trains well. The score of physical education still focus in the evaluation of sporting skills. However, the test on common knowledge of athletics and the evaluation in the other ways have increased. It shows that evaluation has turned to all- arounder. Thus, it benefits the students who have disabled learning on athletic skills.

並列關鍵字

the standard of physical education’s curriculum