一個高中體育班學生的經驗課程

Abstract

本研究旨在探討高中體育班學生之經驗課程及其影響因素。以臺北市一所高中體育班二年級學生為研究參與者，以參與觀察、訪談以及文件分析等多元方法進行資料蒐集，並以持續比較法分析資料，其結果如下：一、學生上課時的自我行為表現，影響著教師的教學及同儕的學習權益。二、過去不同學習經驗，使學生程度落差極大，面對學業呈現太簡單、聽不懂的兩種極端現象。三、實用性質的運動傷害防護使學生有較高參與動機，理論性質的運動科學概論，因教材無參考依據，難易度不符合學生之能力。四、體育班學生受到個人自我認同、角色位置的不同，而詮釋出不同的經驗課程。五、個人過去經驗、重要他人、課程和環境的互動會影響體育班學生的經驗課程，其影響程度會因學生在意程度而有不同。根據上述結果進而提出以下建議：一、規劃體育班一般學科的教材，以符合體育班學生能力，並增加學習動機。二、體育班並非僅提供一種升學方式，應提升學生學業成績及與其他同儕的互動機會。三、任課教師應使學生有正確、適當的學習態度，並給予學生適合的課程內容。四、教練、教師與家長應相互協助，提升學生學習表現。五、未來可針對體育班課程實施現況方面進行探討。The purpose of this study was to examine the experiential curriculum of senior high school athletic class students and the influence factors of these experiential curriculum. The participants of this study were second-grade athletic students from a senior high school in Taipei. Multiple methods were used to collect research data including participant observation, interview verbatim and related documents, and constant comparative was utilized to analyze these data. Results of this study were as followings: 1. Students' self-behaviors would affect teachers' teaching and peers' learning rights. 2. Two opposite phenomenon in terms of “too easy” or “can’t understand” would occur for students with different learning experience while they interpreted their academy learning experience. 3. Students had more motivations in learning practical curriculum, such as sports injury and protection, than theoretical curriculum introduction of sport science, because of the lack of content criteria which might define what kind of materials would fit students’ ability. 4. Students made different interpretations for the experiential curriculum they learned in accordance with personal self-identity and positions of different roles. 5. The interactive of personal experiences, significant others and environment would affect experiential curriculum. It would also influence by students' level of attention. According to the results, there are five suggestions: 1. The need to plan athletic class' textbook which would match students' abilities and enhance their learning motivations. 2. The policy of athletic class is not only a way of entering to a higher school, but also a way to enhance students' academic performance and interaction with peers. 3. Teachers should place emphasis on students’ appropriate learning attitudes and provide suitable learning content and environment. 4. Coaches, teachers and parents should work together to take care of students' learning performances. 5. For further study, it can examine the implementing problems of athletic class curriculum.