體育師資生籃球術科學習策略之個案研究

A Case Study of Pre-service Physical Education Teachers' Learning Strategies in Basketball Courses

劉怡伶(LIU Yi-Ling)

指導教授 ： 掌慶維

國立臺灣師範大學/運動與休閒學院/體育與運動科學系/碩士(2022年)

https://doi.org/10.6345/NTNU202201876

摘要

體育與運動科學系的運動術科與中小學體育課程主要以運動項目為學習內容，體育師資生對運動術科的學習方式，對如何進行體育教學實踐的轉化具關鍵作用之一。目前，運動術科面臨學生背景多元，可能導致學習動機低落，加上當前亟待推動素養導向教學等問題，使得學習策略的運用受到重視，以促進學生的深度學習。因此，本研究目的：了解體育師資生在職前師資培育運動術科課所使用的學習策略，以供師資培育運動術科課程規劃與教學實踐的參考。方法：以參與某大學體育相關科系體育專業科目籃球術科課的23名體育師資生為對象，實行非參與式觀察法、兩次焦點團體訪談法，並蒐集運動術科學習策略學習單與其他課堂資料，將所蒐集資料以持續比較法與內容分析法進行分析。結果：一、體育師資生在學習歷程當中，遇到許多不同情境與困難，而師資生解決問題的策略仍較為淺層且少。二、體育師資生運用的學習策略包含淺層學習策略與深層學習策略，但深層學習策略的應用較為被動，不利學習發展。結論：一、體育師資生於面對不同情境時，會使用不同學習策略應對，但會遭遇不習慣上課方式、缺乏技術與經驗、被動等待教師給予答案、以及缺乏主動學習的經驗。二、體育師資生運用深層與淺層學習策略進行學習，但有些體育師資生運用的深層學習策略情形較為被動、消極，不利於素養之發展。建議：一、教學設計或課程實施時，宜考量學習者先備經驗。二、運用多元評量檢核師資生於課堂中的學習，了解師資生運用學習策略的情形。三、適時引導以幫助師資生發展、運用深層學習策略。

關鍵詞：學習策略、師資培育、運動術科、體育師資生

關鍵字

學習策略 ； 師資培育 ； 運動術科 ； 體育師資生

並列摘要

Sports courses in the department of Physical Education and Sport Sciences relate to the physical education course’s learning content in schools. Pre-service physical education teachers’ learning methods to sports courses are crucial to the transformation of the practice of physical education teaching. Currently, sports courses may encounter pre-service teachers’ low learning motivation due to the diversity of their background. Furthermore, the issues of advocating competency-based teaching leads to the use of learning strategies are being valued in order to promote pre-service teachers’ deep learning. The purpose of the study was to understand the pre-service physical education teachers’ learning strategies in the sports courses. Method: Participants were 23 pre-service physical education teachers that attended basketball courses in a university that provides physical education teacher education program. Data were collected from non-participant observation, two times of focus group and the learning sheet in sports courses about learning strategies and other course materials. The constant comparison method and content analysis were used to analyze the data. Results: (1) Pre-service physical education teachers’ learning process faced many different scenarios and difficulties and their strategies to solve the learning problems are still a few and remaining shallow level. (2) Pre-service physical education teachers’ learning strategies included shallow and deep learning strategies. However, the use of deep strategies was more passive which are at a disadvantage to develop their learning. Conclusions: (1) Pre-service physical education teachers used different learning strategies to face different scenarios. However, pre-service teachers still encountered some problems including not familiar with the way of taking classes, lack of techniques and experiences. Moreover, their learning is still passively waiting answers from the teacher. Pre-service teachers were still lack of active learning experiences. (2) Pre-service physical education teachers used deep learning strategies. But, some of them using deep and shallow learning strategies were more passive and negative which was in a disadvantage of developing competency.
Suggestions: (1) To take students’ prior knowledge into consideration in terms of curriculum design and teaching. (2) To using multiple assessment to examine pre-service teachers’ learning to understand their situations link to learning strategies. (3) To develop pre-service teachers’ competency, it is necessary to guide them apply deep learning strategies in a more active way.

Keyword: Learning strategies, Teacher education, Sports courses, Pre-service physical education teachers

並列關鍵字

Learning strategies ； Teacher education ； Sports courses ； Pre-service physical education teachers

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