健康與體育學習領域教師實施協同教學之研究

Study on the Implementation of Team Teaching Plans by Teachers in the Health and Physical Education Learning Area

王敏秀(Ming-Hsiu Wang) ； 闕月清(Nyit Chin Ken)

《體育學報》 37期 (2004/09) Pp. 241-251

https://doi.org/10.6222/pej.0037.200409.2420

摘要

本研究目的是探討『健康與體育學習領域』教師實施協同教學之過程與反應。研究對像是國民中學的四位體育、健康教育教師及兩個班級的一年級學生。四位教師透過協同教學計劃，設計出健康教育三節課、體育六節課單科及二節課合科的協同教學。本研究使用質性研究方法，藉由參與觀察劄記、日誌及訪談紀錄資料的蒐集，運用持續比較法(constant comparison method)分析資料。研究結果顯示教師在協同教學中，都認同專業交流的益處，也產生了一些顧慮，並進而提出實施協同教學的策略。本研究發現協同教學不僅促進教師的專業省思，且增進學生的學習動機及發展學生的潛能，是教師自行研發以學校為本位課程的新契機；健康教育與體育的合科協同教學，受限於大班教學人數，場地器材的不足，教學時問的限制，影響學生的學習效果；不同學科的專業教師，在協同教學中並未能觀摩或協助教學。

關鍵字

協同教學 ； 質性研究

並列摘要

The purpose of this study was to investigate the process of implementing team teaching plans and teachers’ ideas about the plans. The participants included two Junior High Physical Education teachers, two Health Education teachers and two classes of first-year students. These four teachers designed and taught three sessions of Health Education class, four sessions of Physical Education class, and two sessions of Physical and Health Education team teaching class. Qualitative method was used to collect data through participant observation notes, journals and interviews. Data were analyzed with constant comparison method. Results showed that both Health Education and Physical Education teachers acknowledged that exchanging ideas with other teachers was beneficial, but they had doubts as well. They offered some proposals to enhance team teaching plans. The findings of this study were as follows: (1) Team teaching motivated teachers to reflect on their teaching and provided incentives for students to learn and develop their potentials. (2) The implementation of team teaching plans with small class group allowed students to adjust to their teachers and fellow students, and teachers to understand better about the individual difference of the students. (3) Team teaching plans underwent the process of continuous discussion, modification and evaluation, which ensured quality teaching activities. (4) Teachers learned from each other in team teaching. (5) Team teaching provided students with integrated concepts of two subjects and opportunities to associate what they learned in their real life experience. (6) Students benefited from the differences in teaching methods in team teaching. The advantages and disadvantages of team teaching in Health and Physical education learning area were further discussed.

並列關鍵字

team teaching ； qualitative study

參考文獻

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