中學職前與實習體育教師課程價值取向比較之研究

Comparison of high school physical education preservice teacher's and student teacher's value orientation

王秀梅(Wang Shiu-mei)

指導教授 ： 闕月清

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2001年)

摘要

本研究旨在探討中學職前與實習體育教師的課程價值取向。研究中所指體育教師的體育課程價值取向是依據美國現代體育課程專家Jewett（1995）所揭櫫之五個體育課程價值取向，分別為學科精熟取向(Disciplinary mastery, DM)、學習歷程取向(Learning process, LP)、自我實現取向(Self-actualization, SA)、社會重建取向(Social reconstruction, SR)及生態整合取向(Ecological integration, EI)。研究對象為大專校院教育學程中心修習「中等學校體育教師教育學程」之121名職前與103名實習體育教師，以Ennis & Chen (1993)修訂之「體育教師課程價值取向量表」（Physical Educator Value Orientation Inventory）為研究工具。獲得結果：（一）不同背景、教學經驗之中學職前體育教師課程價值取向不同；（二）不同背景、教學經驗之中學實習體育教師課程價值取向不同；（三）不同背景之中學職前與實習體育教師課程價值取向不同。結果獲得以下結論：中學職前體育教師課程價值取向傾向社會重建取向(SR)，實習體育教師課程價值取向傾向學科精熟(DM)與學習歷程(LP)取向； 中學職前體育教師之教學理念強調使學生重視合作與團隊精神；實習體育教師則強調使學生學會運動技能。
關鍵詞：職前體育教師、實習體育教師、課程價值取向

關鍵字

職前體育教師 ； 實習體育教師 ； 課程價值取向 ； HASH(0xbb06060)

並列摘要

The purpose of this study was to investigate high school physical education preservice teacher’s and student teacher’s value orientation. The five orientations in physical education curriculum were proposed by Jewett, Bain and Ennis (1995), namely disciplinary mastery (DM), learning process (LP), self-actualization (SA), social reconstruction (SR) and ecological integration (EI). The participants of this study were 121 physical education preservice teachers and 103 physical education student teachers. Five-point Likert scale of Physical Educator Value Orientation Inventory (Ennis & Chen, 1993) was used to collect data. One-way ANOVA and independent t-test were employed to analyze the difference between the two groups. The results indicated that (1) the value orientations were significantly different between preservice teachers with different background and teaching experience; (2) the value orientation was significantly different between student teachers with different background and teaching experience; (3) the value orientation was significantly different between preservice teachers and student teachers with different background. The results suggested that high school physical education preservice teachers placed high priority on SR while high school student teachers placed high priority on DM and LP. It implied that high school physical education preservice teachers focused on student learning in cooperation and team spirit while high school physical education student teachers emphasized on student learning in motor skill.
Key words: physical education, preservice teacher, student teacher,
value orientation

並列關鍵字

physical education ； preservice teacher ； student teacher ； value orientation

參考文獻

張俊紳。（民86）。國民小學教師效能研究。國立高雄師範大學教育研究所

張春秀。（民89）。體育教師課程價值取向對學生體育學習思考與學習態度

Chen, A., & Ennis, C. D. (1996). Teaching value-laden curriculum in physical education. Journal of Teaching in Physical Education, 15, 338-354.

Ennis, C. D. (1992). Curriculum theory as practiced: Case studies of operationalized value orientation. Journal of Teaching in Physical Education, 11,358-375.

Ennis, C. D., & Chen (1993). Domain specifications and content representativeness of the revised value orientation inventory. Research Quarterly for Exercise and Sport, 64(4), 436-446.