職前中學體育教師實施理解式教學法之探究

Abstract

本文探討職前體育教師在集中實習時實施理解式教學 (Teaching Games for Understanding, TGfU），針對知覺面、教學面與反思面以探討實際情形，供未來規劃優質體育師資培育課程與強化教學實踐之參酌。研究方法以質性研究的方式，立意取樣4位（男女各2位）。第一、三階段進行個別的半結構式訪談與第二階段與實習指導教師進行專業對談、撰寫教學反思表等相關資料，以歸納方式進行內容分析。研究結果發現，(一) 知覺面部分1.特色：學生為中心及戰術導向之教學法。2.教學能力：表達、創意、觀察與班級管理能力。3.體育教學實習課程：培養教材教具能力。4.集中實習課程週數長度與同事間認同感。(二) 實施面部分1.成功經驗：學生改變。2.限制因素：場地/器材、秩序、時間與教師本身。3.教學現場：實習輔導教師支持與否與問題解決情境之遭遇情形。(三) 反思面部分1.教師本身：過去體育課經驗、專業知能即與知覺上的衝突。2.學生：學生能力與高國中生階段及動機。3.課程內容：課程流程與評量。4.教學環境：學校風氣、師資培育單位及場地。研究建議上增加職前體育教師在教學時成功的經驗，如加入實習輔導教師及實習指導教師的協助、教師專業發展社群與網路平台以及建置理解式教學資料庫，在師資培育課程中加入訓練、表達及創意等課程，提升職前體育教師教學自我效能感，以供給師資培育單位參酌。

The purpose of this study was to explore student teachers’ (STs) implementation of Teaching Games for Understanding (TGfU) during their teaching practice in a secondary school. Student teachers’ perception, teaching practice, and the reflection of their teaching practice were examined during 5 weeks teaching practicum. 4 participants (2 males and 2 females) were purposively selected from the teaching practicum course. Qualitative research method was adopted, including class observations, interviews, and professional dialogue with the university surpervisor, and teaching reflection journals. All the data gathered were transcribed and then analysed with the inductive method. Firstly, the results indicated that STs’ perception was on a student-centered orientation and tactical awareness, teaching skills, expression, creativity, observation and classroom management skills. Secondly, in terms of teacher education programme, the designing games activities, the implementation to the successful experience, the limits of time and equipment factors, time management, students’ acceptance were the major parts while STs implemented TGfU. Cooperating teachers’ (CTs) support or not and problem-solving context of the situation were encountered during the STs’ implementation. Finally, in terms of the teaching reflection, STs’past experience, professional knowledge and ability, students' ability and students’ motivation and different compentency levels, assessment process, and learning environment were major parts. Implications extracted for the future showed that: 1.To assist CTs and UTs to build teachers' professional development network platform; 2.To build TGfU community data base; 3.To enhance the STs’ self-efficacy.