大學生對體育課程期望與學習滿意度之研究－以中臺科技大學為例

A Study of College Students' Anticipation and Learning Satisfaction to Physical Education Course-A Case of Central Taiwan University of Science and Technology

蔡英美(Ying-Mei Tsai) ； 王俊明(Junn-Ming Wang)

《雲科大體育》 11期 (2009/01) Pp. 47-59

https://doi.org/10.6619/YKDTY.2009.11.2

摘要

本研究主要目的是：一、瞭解大學生對體育課程期望及學習滿意度的情形。二、比較不同背景學生對體育課程學習滿意度的差異。研究對象為中臺科技大學四技一、二年級選修體育課程之學生共483人（男176人，女307人）為研究對象，平均年齡為19.38（標準差0.79）。本研究所使用的工具以體育課程期望問卷和體育課程學習滿意度量表。所得資料以次數分配、百分比、獨立樣本t考驗及獨立樣本單因子變異數分析進行統計分析。獲得的結果如下：一、大學生對體育興趣選項課程期望，有61%的學生不希望體適能檢測，期望的體育課時段為第七、八節；喜歡的體育教師類型為和藹可親型，期望教師上課的方式為簡單示範即分組練習活動。學生亦認為一年級開始即可實施興趣選項分組教學，學生選擇體育課程的第一考量因素為興趣，並認為理想的體育課興趣選項必修人數為31至40人、選修人數為21至30人。此外，學生希望選修體育課應授予學分，學分數為每週2小時2學分。再者，學生認為目前本校在體育課程方面前五項最需要改進之處為興建體育館、增加運動場地、改善體育場館空調問題、興建游泳池、增加運動器材設備。二、不同背景變項學生對體育興趣選項學習滿意度之差異情形，在年級變項上發現一年級和二年級學生在教學層面、教學行政層面及學校效果層面有差異存在；不同學院的學生在教學層面和學校效果層面兩個因素有差異存在。本研究除了對所得結果做解釋外，並對研究結果的應用加以討論。此外，本研究也對未來的研究提出一些建議。

關鍵字

體育課程 ； 體育教學

並列摘要

The purposes of this study were: 1. to understand the situations of college students' anticipation to physical education course and learning satisfaction, and 2. to compare the differences of learning satisfaction to physical education course between the college students with different backgrounds. There were 483 students (male 176, female 307) with a mean age of 19.38 (SD=0.79) drawn from Central Taiwan University of Science and Technology as the participants The research instruments were Questionnaire of Anticipation to Physical Education Course and Inventory of Learning Satisfaction to Physical Education Course. The collected data were analyzed by frequency distribution, percentage and t-test (independent) and one-way ANOVA (independent). The results were as the following: 1. The anticipation to PE course: (1) There were 61% students who did not want to accept fitness test. (2) The PE. Course had better administering in the 7(superscript th) and 8(superscript th) section. (3) The PE teachers' teaching style that the students appreciated was amiable. (4) The students hoped that the PE teachers to show simple demonstrations and then let them practice by divided group. (5) The students hoped that they could select the item of PE course by interest in the 1(superscript st) grade. (6) The first factor that the students select the item of PE course was interest. (7) The ideal student number of required PE course was 31 to 40 persons, and the elective PE course was 21 to 30 persons. (8) The PE course could offer advanced elective course. (9) The students hoped that the PE course should offer 2 credits for 2 hours. (10) The first five items that the students hoped to improve were to establish gymnasium, to increase sport ground, to improve the air condition of gymnasium, to establish swimming pool, and to increase sport supplies and equipments. 2. The differences of learning satisfaction to PE course between the students with different backgrounds: (1) There were differences of teaching dimension, administration dimension, and school effect dimension between the 1(superscript st) and 2(superscript nd) grade students. (2) There were differences of teaching dimension and school effect dimension between different colleges. The findings were discussed and some suggestions for practical applications and future studies were offered.

並列關鍵字

physical education course ； physical education teaching