高中體育教師對體育課程價值取向之研究

Abstract

本研究的目的在探討我國高級中等學校體育科教師對體育課程價值取向的選擇情形以及不同背景的高中體育教師，對體育課程價值取向之差異情形。本研究採用問卷調查法，以「體育教師課程價值取向量表（Physical Educator Value Orientation Inventory；簡稱VOI）」作為調查工具，採立意抽樣方式進行抽樣，將回收的問卷資料透過「獨立樣本t考驗」以及「獨立樣本單因子變異數分析」的統計方式，進行分析與討論。本研究主要結果如下： 一、高中體育教師對於體育課程價值取向的選擇情形，依序為學科精熟取向、學習過程取向、自我實現取向、生態整合取向、社會重建取向；有多數的高中體育教師會優先選擇學科精熟取向以及學習過程取向。 二、不同性別、不同年齡、不同服務年資、擔任不同職務、不同教育背景、不同學歷的高中體育教師，對體育課程價值取向之差異情 形並不會因體育教師背景的不同而有顯著差異。 三、面對不同受教對象的高中體育教師，對體育課程價值取向之差異 情形，並不會因體育教師的受教對象不同，而有顯著差異。The purpose of the study was to investigate the value orientations of physical education curriculum of the senior high physical education teachers in Taiwan and the differences in the curriculum-decision among the senior high physical education teachers of different backgrounds. The Physical Educator Value Orientation Inventory (VOI) was used as the test instrument. The questionnaire was used, and the purpose sampling was adopted. Independent t-test and one-way ANOVA were employed to analyze the effective questionnaires. The major findings were as following: 1.The value orientations of physical education curriculum of the physical education teachers in senior high schools in sequence were Disciplinary Mastery (DM), Learning Process (LP), Self-Actualization (SA), Ecological Integration (EI), and Social Reconstruction (SR). The majority of the senior high physical education teachers chose Disciplinary Mastery (DM) and Learning Process (LP) as their first two priorities respectively. 2.No significant differences were found in the value orientations of physical education curriculum by different genders, ages, working experiences, positions, educational backgrounds, or academic degrees of the senior high physical education teachers. 3.No significant differences were found in the value orientations of physical education curriculum when the senior high physical education teachers faced different students.