中高齡者於游泳課程中情意領域學習歷程之研究

Abstract

本研究旨為探討中高齡者於游泳課程中，情意領域學習之歷程，依序為接受、反應、評價、組織與內化。以四位平均年齡52歲之女性為研究參與者，以質性研究方法進行資料蒐集與分析，如半結構訪談、上課學習單和教學日誌等，並採專家效度及三角檢核法以達信效度。研究結果如下：一、透過教練的引導，參與者意識正從事水中活動，嘗試做出相呼應的動作故符合「接受」階段；二、學生對於水中身體活動具一定程度的認知與理解，並於學習過程中做出適宜反應，揭露出對課程的興趣，故符合「反應」階段；三、參與者課後自評或同儕間的互評，以及課堂中師生的互動頻繁，故符合「評價」階段；四、參與者開始反思自身經驗，思考改善方法，僅實質化「放鬆」的價值觀，尚無法釐清自身和他人的價值，「組織」層面稍嫌虛弱。五、參與者勉為其難到達「內化」階段，但僅能掌握並運用游泳運動的中心思想-放鬆，以及學習過程中堅持不懈的精神。

Purpose: To investigate the affective domain learning process in swimming instruction of these mid-aged, including Receiving, Responding, Valuing, Organization and Characterization. Methods: 4 female participants who were 52 years old in average were purposively sampled. All of the data was collected and analyzed with qualitative research methods such as interviews and observation, triangulation was applied as trustworthiness. Results: 1. All of the participants perceived by having water activity and attempted to correspond with instructions, therefore they had achieved the first stage in affective domain,” Accepting”. 2. Their comprehension in water activity reached a certain level, and interests were revealed by suitable corresponds, hence, the second stage, “Responding” was achieved. 3. They not only had self-assessments and peer evaluations but also frequent interactions so the third stage, “Evaluating” was achieved. 4. They actualized relaxing only by giving introspections and solutions for they could not clarify values of themselves and others so the fourth stage “Organization” was inadequately achieved. 5. The last stage “Characterization” was merely achieved for they only applied the core of swimming: relaxation. Conclusions: All of them had achieved the 4 stages by relaxing and being persistence in both of swimming and daily life, however, the last stage, “Characterization”, was barely achieved.