Finding Myself: Collge Students Feel about Physical Environment on Campus

校園物理情境對使用者傳遞種種訊息，這些有意或無意的訊息大都經由非語言通訊方式傳送，由此影響學生在學習情境中的成受。過去探討過有關體育潛在課程的研究主題有價值觀、教師與學生的行為及感受、課程平權以及組織結構等。近來潛在課程的研究發現大學校園物理情境在社會關係、兩性對立、族群問題、教學型態等都顯示出其重要性。稍早前的一項相關研究探討美國與臺灣體育師資班學生對各自學校物理情境潛在課程的看法，這項研究使用各自校園照片為研究工具。該研究為此領域的初探，由此獲得有關體育師資班學生對校園物理情境的概念和情感。然而，使用原校的相片難免帶有對此情境的記憶，為去除偏見及增進對該領域之了解，本後續研究使用美國的相片為研究工具訪問臺灣的體育師資班學生。經謄寫及質的研究之編碼，結果分為兩部分，一為情意方面，包括自我感、價值居民、開放學習心情、物理情境的影響、自然情境的影響；二為認知方面，包括學習準備、教學設施設計、教學設施維護、參與的量和形式、過去經驗的影響。這些因素以各種方式相互影響構成臺灣學生對校園物理情境的看法，而過去經驗的影響則為貫穿整體的主要因素。

關鍵字

物理情境；潛在課程；高等教育；體育師資

並列摘要

Physical environment on campus conveys a myriad of messages to the users in the particular setting. Most of these intended or unintended messages are delivered by way of nonverbal communication and influence students' perceptions towards a learning environment. Previous studies of hidden curriculum in physical education covered topics on values, teacher/student behaviors and perceptions, curricula equity, and organizational structure. Research related to the hidden curriculum in higher education showed that physical environment on campus manifests as an important factor towards social relationships, gender polarity, racial issues, and teaching and learning styles. A relevant study conducted earlier explored physical education teacher education (PETE) program students' views of the physical environment in the hidden curriculum in the United Sates (U.S.) and Taiwan by using photos taken in the respective countries to test two different groups of college students. This study opened a door to an unexplored area and gained understanding about PETE students' conceptions and emotions in relation to the physical environment on campus. With a view to avoid bias of emotions embedded in the settings and enhancing deeper understanding in college students' perceptions towards physical environment, this follow-up study used U. S. photos as a survey tool. After transcribing and coding, findings were grouped into two domains: affective (sense of self, sense of value, open to learning, influence of physical environment and influence of nature) and cognitive (readiness for learning, design of facility, maintenance of facility, amount and type of participation and influence of prior experience). These themes interacted with one way or another to create a synthetic picture for Taiwanese students' views towards physical environment on campus. Influence of prior experience was regarded as the dominant theme throughout the whole study.

並列關鍵字

physical environment ； hidden curriculum ； higher education ； PETE

國際替代計量

Finding Myself: Collge Students Feel about Physical Environment on Campus

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