國小課間活動實施現況:問題與解決方案
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2015
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國小課間活動實施現況：問題與解決方案
2015年7月
研 究 生：黃湘琳
指導教授：卓俊伶
摘要
落實課間活動及校園晨間健身活動是教育部2002年學校體育發展中程計畫之一，從2000年推出「體適能333」、2007年的「快活計畫210」再到2014年的「SH150方案」，無非是想增加學生在校運動的時間，藉以提昇運動成就、養成規律運動習慣、促進健康體適能為目標。本研究旨在瞭解課間活動實施現況及實施過程中所遭遇之阻礙因素，並且進一步提出解決方案。本研究以國民小學的校長、主任、體育組長、體育教師及班級導師為研究對象，採深度訪談法進行資料蒐集，經整理與分析，發現：一、實施現況部分：(一)時間為每天第二節與第三節課間20分鐘下課時間；(二)實施內容大致分為跳繩、跑步、球類及進行新式健康操活動，並由體育任課老師負責相關活動指導； (三)體育組負責規劃、值週導護老師負責集合，各導師協助；(四)實施場地為中庭、操場等；二、阻礙因素部分：(一)導師方面：增加負擔、影響下課休息時間及部分導師配合願意不高；(二)行政方面：部分行政人員時間無法配合；(三)活動內容方面：制式、限制過多；學生對於強制性之課間活動參與意願低落，或有些學生必須留在教室訂正作業；(四)場地方面：學校場地不足，空間過於狹小；三、解決方案部分：(一)導師方面：時間精確的掌控及健康促進的概念能提高導師配合願意；(二)行政方面：行政人員規劃愈完善愈加可達成各人員的配合；(三)活動內容方面：制式、限制不宜過多，讓每個學童都能離開教室活動；(四)場地方面：學校場地宜劃分清楚，善用剩餘空間。
Recess activity of the elementary schools: Problems and solutions July, 2015 Author: Huang, Hsiang-ling Advisor: Jwo, Jun-ling Abstract Implementation of class break activity and school morning fitness exercise is one of the Ministry of Education’s 2002 school physical education mid-term development plan, which starts with “Fitness 333” of 2000, “Easyliving 210” of 2007, then “SH150” of 2014. These are intended to increase students’ activity time spent within school, thus improving their sport achievement, forming a habit of exercising regularly, and improving their fitness. This study examines school principals, directors, section chief of physical education, physical teachers, and class teachers by in-depth interviews. After data collection and analyzation, it is found that: 1. implementation status: (1). activity time taken is between the 2nd and the 3rd class 20-mins break daily; (2). implementation context includes jumping rope, running, ball sports, and new form of circuit exercise lead by physical teachers; (3). section of physical education, teacher on weekly duty, and class teacher is responsible for planning, gathering, and assistance respectively; (4). implementation area can be the hallway, fields, etc; 2. impedance faced: (1). class teacher: increment of loads, break time affection, and low enthusiasm in some teachers; (2). administrative staff: some cannot afford the time spent; (3). activity context: routined and too much regulations, students have low participation will for mandatory class break activities, whereas some has to stay in class for homework correction; (4). area selection: limited and small space within school; 3. solution: (1). class teacher: precise handling of time and conception of health improvement can raise class teachers’ will to cooperate; (2). administrative staff: completeness of administrative staff’s planning can increase participation in every aspect; (3). activity context: removal of routine and constraints, and allow each student to exercise instead of staying inside classrooms; (4). area selection: bette
Recess activity of the elementary schools: Problems and solutions July, 2015 Author: Huang, Hsiang-ling Advisor: Jwo, Jun-ling Abstract Implementation of class break activity and school morning fitness exercise is one of the Ministry of Education’s 2002 school physical education mid-term development plan, which starts with “Fitness 333” of 2000, “Easyliving 210” of 2007, then “SH150” of 2014. These are intended to increase students’ activity time spent within school, thus improving their sport achievement, forming a habit of exercising regularly, and improving their fitness. This study examines school principals, directors, section chief of physical education, physical teachers, and class teachers by in-depth interviews. After data collection and analyzation, it is found that: 1. implementation status: (1). activity time taken is between the 2nd and the 3rd class 20-mins break daily; (2). implementation context includes jumping rope, running, ball sports, and new form of circuit exercise lead by physical teachers; (3). section of physical education, teacher on weekly duty, and class teacher is responsible for planning, gathering, and assistance respectively; (4). implementation area can be the hallway, fields, etc; 2. impedance faced: (1). class teacher: increment of loads, break time affection, and low enthusiasm in some teachers; (2). administrative staff: some cannot afford the time spent; (3). activity context: routined and too much regulations, students have low participation will for mandatory class break activities, whereas some has to stay in class for homework correction; (4). area selection: limited and small space within school; 3. solution: (1). class teacher: precise handling of time and conception of health improvement can raise class teachers’ will to cooperate; (2). administrative staff: completeness of administrative staff’s planning can increase participation in every aspect; (3). activity context: removal of routine and constraints, and allow each student to exercise instead of staying inside classrooms; (4). area selection: bette
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Keywords
課間活動, 身體活動, 阻礙因素, recess activities, physical activities, constraint factors