武術序列性動作之遠距同步教學研究

面對教學模式的轉變，探討遠距同步武術序列動作課程之困境、策略，以動作學習分期說將教學過程分為：認知期、聯結期與自動化期，並以拉邦動作分析與Mosston教學法，解構三階段的教學內涵與教學方式。本研究採半結構式訪談法與滾雪球取樣，訪談六位具遠距同步太極拳課程教學經驗之教學者。研究結果發現：一、無法掌握網路連線品質是最大困境，促使教學者學習新科技。二、教學成效有限，但能避免原實體學員流失與學習進度中斷。三、教學者需先定位，遠距同步課程為實體課之銜接課程或是獨立課程，方能規畫教材與進度。四、教學內涵因動作學習三個階段發展，從著重外在肢體架構逐而轉為內在動作質地。五、教學方式：以命令式教學維持授課順暢，練習式提升動作技巧，後期自測式教學為主以發展個人特色。因此教學者要培力科技能力、主動互動解決問題、增加信任感，並在各階段引導學習者不同程度的自我覺察與錯誤修正，以補足無法親自指導的困境。最後提出可行的教學建議以供參考。

關鍵字

線上課程；武術序列性動作；太極拳；動作學習；拉邦動作分析

並列摘要

Facing the change of teaching mode, this study discussed the difficulty, strategy of synchronous martial arts sequence action course and the teaching process was divided into Cognitive Phase,Associative Phase,Automate phase. By using LAM and Mosston pedagogy, the three-stage teaching connotation and teaching method are deconstructed. This research adopts snowball sampling and semi-structured interviews of qualitative research to collect data and the interview are six teachers who have experience in teaching synchronous Tai Chi courses. The conclusions are as follows:1. The inability to grasp the quality of network connectivity is the biggest difficulty of educators which resulting learning new technologies.2. Teachers need to define the course first, the synchronous course is a bridge course or an independent course,and they can plan the teaching materials and progress accordingly.3. The teaching effect is limited, but it can avoid the loss of original physical students and the interruption of learning progress.4. The teaching connotation development base on three stages of movement learning, is changed from focusing on external body structure to internal movement texture.5. Teaching method: command-style teaching to maintain smooth teaching, practice-style to improve motor skills, and self- check-style to develop personal characteristics.Therefore, teachers should cultivate scientific and technological ability, take the initiative to interact to interact to solve problems, and increase trust.And guide learners to different levels of self-awareness and error correction at each stage to make up for the inability to teach in person.Finally, workable teaching suggestions are proposed for reference.