民國99年普通高級中學體育課程綱要實施後的體育課程-以桃園為例

Abstract

本研究旨在暸解桃園地區各國立高中體育課程實施情形，包含教材類別、教學評量與體育相關活動等，並探討民國99年普通高級中學體育課程綱要實施後，對於各校體育課程之影響。本研究於99學年度第一學期，以桃園地區6所國立高級中學為研究對象，與各校體育組長或受推薦之資深教師，進行深度訪談，輔以蒐集、分析相關文件資料，獲致本研究發現與討論如下： 一、桃園地區體育課程內容中，教材項目多樣豐富，惟仍多以競技運動之球類項目為主，較缺乏其他類別之課程。 二、學校的課程內容與教學進度之方式各校不同，多為教師自主安排或統一排定進度，由教師自主安排者，衍生教學進度重複的問題。 三、教學評量比例符合99年體育課程綱要之規定，評量項目與給分標準則因學校或教師而有所不同。多數學校較注重情意與學習態度；認知評量則多以紙筆測驗為主。 四、目前桃園地區各校體育相關活動多元豐富，班際競賽主要配合體育教材項目，提升學習動機與體育課外的運動參與機會。 五、各校目前對於99體育課程綱要的實施所做的課程調整並不顯見，尚待各校課程規劃小組與課程發展委員會具體規劃與落實。After the implementation of Senior High School Physical This research aims to understand the situation of Physical Education at high schools in Taoyuan region, including teaching material, teaching evaluation and sports-related activities, and explore the impact on physical education curriculum for 6 schools in this research after the implementation of 2010 Physical Education Senior High School Curriculum Guideline. This research invites 6 National High School in Taoyuan region, as well as incorporate in-depth interview with the school PE chief and some other recommended senior teachers. The following are some discoveries and discussions of this research, based on the analysis of relevant data collected. First, teaching materials was various and diverse in the physical education curriculum in Taoyuan, but mostly dominated by sport of ball games and lack of other types of courses. Second, the curriculum and teaching progress are different from school to school, which are mostly arranged by individual teachers or groups. Those arranged by groups of teachers will derived problems of teaching progress duplication. Third, the proportion of teaching evaluation meet the Physical Education Senior high School Curriculum Guideline, assessment items and grading are different from school to school or teachers. Most schools focus more on affective and learning attitude; cognitive assessment is more written test-based. Fourth, the current sports-related activities in schools in Taoyuan diverse and rich, the main inter-class competition often come along with teaching materials that can enhance learning motivation and extracurricular sports participation. Fifth, the adjustment of Physical Education Senior high School Curriculum Guideline isn’t made obviously, yet schools await that the school curriculum planning group and the Curriculum Development Committee make the specific planning and implementation.