以CIPP評鑑模式分析校訂游泳課程教學成效－以臺中市某國小為例

本研究旨在以CIPP模式分析臺中市某國小校訂游泳課程教學之成效，其目的為瞭解個案學校校訂游泳課程執行的成效與過程所遇到之困境，透過半結構式訪談、文件分析及課室觀察等方法進行評鑑資料的蒐集，並依據CIPP評鑑模式之背景評鑑、投入評鑑、過程評鑑及成果評鑑四個面向進行分析。研究發現如下：一、在背景評鑑方面，108年健體領域領綱中之建構自救知能、精熟游泳技能、培養運動習慣及內化運動素養等核心素養為該校游泳課程之核心目標；二、在投入評鑑方面，該校游泳池設備完善、聘有游泳的專業教練、體育師資優良且成立學生游泳能力自救小組，皆有利於課程實施；三、在過程評鑑方面，該校能根據游泳課程目標落實游泳教學，課程執行前後讓體育教師與游泳教練進行專業社群對話，但因游泳課程週數不長，造成專業教練流動率高；四、在成果評鑑方面，該校以學生游泳能力分級作為游泳課學習成效之評量標準，也藉此培育許多優秀游泳人才。根據研究發現，提出以下建議供個案學校參考：未來能以差異化教學推動游泳教學、且落實游泳教練與教師共備社群、並根據學生回饋修正教學過程，使個案學校校訂游泳課程教學成效更加卓越。

關鍵字

CIPP評鑑模式；校訂課程；游泳教學；教學成效

並列摘要

The purpose of this paper is to analyze the instructional effectiveness and dilemma of a school-decided swimming course of one elementary school in Taichung with the method of Context Input Process Product evaluation model (abbreviation as CIPP evaluation model). Data is collected in several ways included semi-construction interviews, document analysis, and course observation. Results show: First, in context evaluation stages, build the self-save skill, excellent swimming skill, keep exercise habit and Internalization sport value, which are mentioned in Curriculum Guidelines of 12-Year Basic Education, are core goals of swimming course in the school. Second, in input evaluation stages, the input elements included a full-established swimming pool and other facilities, professional swimming coaches, excellent sports teachers, and establish students' save-rescue team are the foundation of the swimming teaching. Third, in process evaluation stages, the sports teachers and professional swimming coaches make professional bilateral conservation before and after the course. However, swimming course is short-term courses; the professional coach turnover rate is still high. Fourth, in product evaluation stages, classify students' swimming ability and set different evaluation of swimming course. The policy cultivates many swimming talents. Finally yet importantly, in the future, recommend the elementary school to implement differentiated instruction and the bilateral conversation of teachers and coaches; modify the teaching process according to students' feedback to upgrade the instructional effectiveness.