國中體育教師對九年一貫健體領域課程改革之探討

Abstract

本研究旨在瞭解九年一貫課程實施後，國中健體領域體育教學現場的情況為何，而其轉變情況是否符合教育改革理念。透過焦點團體訪談蒐集資料，依紮根理論開放編碼原則進行資料之編碼，並歸納出相關結果。本研究結論如下：一、在教學現場轉變的現象有：在配套與法令的影響下，體育課不正常教學的情況已有所改善；體育教學不再強調以運動技能為主要目的，亦能兼顧認知與情意部分；體育教師已嘗試運用多元的教材、教法與教學模式發展能力本位教學。二、在教學現場轉變的現象是否符合教改期望：1.符合期望部分：有體育教師已開始以能力本位教學為教學理念進行課程設計；體育教師對教材的選擇已逐漸多樣化；體育教師能以九年一貫課程多元評量的目的實施評量，以瞭解學生習得能力之情形。2.未能符合部分：有教學方法轉趨樂趣化與多元化，然課程統整教學有待落實；體育教學的正常是九年一貫課程實施後較大的正向轉變，然課綱內涵的落實有待加強。本研究建議可藉由相關法令的約束與配套措施的影響，持續引導體育教師落實九年一貫課程的內涵；後續研究可針對體育教師的教學進行實際觀察記錄，以評估教育改革的成效與落實情況，並瞭解背後阻礙體育教師改變的因素。This paper aims to study the practice of health and physical education learning area in junior high schools after the implementation of Grade 1-9 Curriculum. In addition, it examines whether or not the changes have corresponded with the concepts of education reform. Through focus group interviews, data have been collected and dealed with open-coding according to grounded theory. After close analyses, the conclusion centers on the following issues. 1.Phenomenal changes at the teaching scene: Affected by regulations and supporting measures, non-teaching phenomena of PE classes has been ameliorated. The purpose of physical education does not only emphasize the development of sport skills, but also includes cognition and affection. PE teachers have started to try multiple materials, methods, and patterns to develop competence-based instruction in the curriculum. 2.Whether or not the changed phenomena of teaching have corresponded to the expectation of education reform: This research has discovered that some PE teachers have started to try designing curricula in the concepts of competence-based instruction. In addition to choosing various teaching materials, teachers have developed the ability to assess their students based on alternative assessment as advised in 1-9 Grade Curriculum. However, integrated teaching is still yet to be reinforced despite the fact that the teaching methods have the tendency of being fun and diverse. Based on the above-mentioned observations, an acceptable conclusion would be that the implementation of 1-9 Grade Curriculum has brought positive changes and normalization in PE instruction, and yet the commitment to course contents remains as a question in our mind. It is suggested that the implementation of the content of 1-9 Grade Curriculum could be enhanced by the force of relevant regulations and supporting measures. Future studies may be based on the observation and recording of PE teachers’ instructions. This is to understand and evaluate the results and implementation of education reform, and to further find out the actual factors that have been stopping the PE teachers from changing their instructions.