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研究生: 謝應裕
論文名稱: 台北市國中教師對體育課程價值取向之調查研究
指導教授: 許義雄
Hsu, Yi-Hsiung
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2002
畢業學年度: 90
語文別: 中文
論文頁數: 84
中文關鍵詞: 國中教師體育課程價值取向九年一貫課程
論文種類: 學術論文
相關次數: 點閱:370下載:52
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  • 本研究的主要目的在透過調查來瞭解國中教師對體育課程之價值取向情形,並進而就個人背景中的不同性別、任教科別、教育背景、服務年資以及擔任不同職務等變項,採用Ennis & Chen (1993)所發展出來的價值取向量表(Value Orientation Inventory,簡稱VOI)為研究工具;以台北市九十學年度現職之健康教育與體育教師為研究對象,並依分層比例叢集抽樣原則,抽出270人為受測者,回收有效問卷213份。將所得資料統計分析後經χ2考驗,獨立樣本t考驗(t-test)及獨立樣本單因子變異數分析(One-way ANOVA),深入探討台北市國中教師對體育課程價值取向之學科精熟(DM),學習過程(LP),自我實現(SA),社會重建(SR),生態整合(EI)的差異情形。顯著水準為α =.05,結果歸納如下:一、台北市國中教師對體育課程取向之優先順序依次為學科精熟(DM),生態整合(EI),自我實現(SA),學習過程(LP),社會重建(SR)。二、就全體受測教師,具有一個課程價值取向者有59人,佔31.89%;具有二個課程價值取向者有2人,佔1.08%。三、就個人背景因素,其對體育課程價值取向在不同性別、任教科別、服務年資下,並沒有存在差異性。四、在不同教育背景因素下,達顯著差異性,經事後比較發現師範院校非本科系組教師與師範院校本科系組教師以及非師範院校本科系組教師在社會重建價值取向上存有差異性。五、在擔任不同職務因素下,專任教師與導師在學科精熟價值取向上存有差異性。研究結果建議:一、學校應提昇教師個人課程價值取向之認知以因應九年一貫課程學校本位課程之發展。二、因應九年一貫課程之實施,針對國民中小學教師研發出一套「健康與體育」之系統化的課程價值取向。 The purpose of this study is to investigate the Value Orientation of Physical Education Curriculum (VOPEC) of junior high school teachers in Taipei City. The instrument used was Ennis & Chen’s (1993) Value Orientation Inventory (VOI). The independent variables included teacher’s individual history, gender, subject matters they taught, educational background, years of service, and administrative work they served. The 270 participants in the study were selected by stratified clusters from Health and Physical Education teachers of the year 90 (2001) in Taipei City, and there were 213 retrieved valid questionnaires. All the data obtained from the valid questionnaires were analyzed statistically by χ2 test, independent t-test, and One-way ANOVA to test the differences of teachers’ Disciplinary Mastery (DM), Learning Process (LP), Self-Actualization (SA), Social Responsibility (SR), and Ecological Integration (EI) of the VOPEC. The significant level was set at α =0.05. The findings were summarized as follows. 1. The rank order of the VOPEC of teachers in Taipei City was DM, EI, SA, LP, and SR. 2. Of all the selected teachers, 59 teachers (31.89%) had one value orientation of curriculum; and 2 teachers (1.08%) had two value orientations of curriculum. 3. The statistical tests revealed no significance on VOPEC in the areas of gender, subject matters they taught, and year of service. 4. The statistics revealed that teacher’s (scores on) VOPEC significantly associated with their (scores on) VOPEC. Further posterior comparisons indicated that the difference existed within SR between teachers graduated from teachers colleges who taught their major subject and teachers graduated from teachers colleges who did not taught their major subject and teachers graduated from non-teachers colleges who taught their majors. 5. For the factor of different administrative work, it was found that (the scores on) DM were significantly different between part-time teachers and full-time teachers. Suggestions for the findings: 1. Schools should promote teacher’s understanding of the value orientation of curriculum to meet the need of school-based development of nine-year coherent curriculum. 2. To adapt the policy of nine-year coherent curriculum, it is necessary to develop a systemized value orientation of curriculum of Health and Physical Education for elementary school (1-9) teachers.

    The purpose of this study is to investigate the Value Orientation of Physical
    Education Curriculum (VOPEC) of junior high school teachers in Taipei City. 
    The instrument used was Ennis & Chen’s (1993) Value Orientation Inventory (
    VOI). The independent variables included teacher’s individual history,
    gender, subject matters they taught, educational background, years of service,
    and administrative work they served. The 270 participants in the study were
    selected by stratified clusters from Health and Physical Education teachers of
    the year 90 (2001) in Taipei City, and there were 213 retrieved valid
    questionnaires. All the data obtained from the valid questionnaires were
    analyzed statistically by χ2 test, independent t-test, and One-way ANOVA to
    test the differences of teachers’ Disciplinary Mastery (DM), Learning
    Process (LP), Self-Actualization (SA), Social Responsibility (SR), and
    Ecological Integration (EI) of the VOPEC. The significant level was set at α =
    0.05.
    The findings were summarized as follows.
    1. The rank order of the VOPEC of teachers in Taipei City was DM, EI, SA, LP,
    and SR.
    2. Of all the selected teachers, 59 teachers (31.89%) had one value orientation
    of curriculum; and 2 teachers (1.08%) had two value orientations of curriculum.
    3. The statistical tests revealed no significance on VOPEC in the areas of
    gender, subject matters they taught, and year of service.
    4. The statistics revealed that teacher’s (scores on) VOPEC significantly
    associated with their (scores on) VOPEC. Further posterior comparisons
    indicated that the difference existed within SR between teachers graduated
    from teachers colleges who taught their major subject and teachers graduated
    from teachers colleges who did not taught their major subject and teachers
    graduated from non-teachers colleges who taught their majors.
    5. For the factor of different administrative work, it was found that (the
    scores on) DM were significantly different between part-time teachers and full-
    time teachers.
    Suggestions for the findings:
    1. Schools should promote teacher’s understanding of the value orientation of
    curriculum to meet the need of school-based development of nine-year coherent
    curriculum.
    2. To adapt the policy of nine-year coherent curriculum, it is necessary to
    develop a systemized value orientation of curriculum of Health and Physical
    Education for elementary school (1-9) teachers.

    第一章 緒論 第一節 研究背景……………………………………………………………1 第二節 研究動機……………………………………………………………2 第三節 研究目的……………………………………………………………4 第四節 研究問題……………………………………………………………4 第五節 研究範圍與限制……………………………………………………5 第六節 名詞解釋……………………………………………………………6 第二章 文獻探討 第一節 九年一貫課程內涵…………………………………………………9 第二節 學校體育課程與教學………………………………………………13 第三節 體育課程發展與價值取向…………………………………………18 第四節 學校本位課程理論…………………………………………………36 第五節 研究假設……………………………………………………………39 第三章 研究方法與步驟 第一節 研究架構……………………………………………………………40 第二節 研究對象……………………………………………………………41 第三節 研究工具……………………………………………………………42 第四節 研究程序……………………………………………………………45 第五節 資料處理……………………………………………………………46 第四章 研究結果與分析討論 第一節 台北市國中教師人數現況之分析…………………………………47 第二節 台北市國中教師個人基本資料分析………………………………48 第三節 台北市國中教師體育課程價值取向之分析………………………50 第四節 不同性別教師體育課程價值取向之差異比較……………………56 第五節 不同任教科別教師體育課程價值取向之差異比較………………57 第六節 不同教育背景教師體育課程價值取向之差異比較………………60 第七節 不同服務年資教師體育課程價值取向之差異比較………………61 第八節 擔任不同職務教師體育課程價值取向之差異比較………………63 第五章 結論與建議 第一節 結論…………………………………………………………………66 第二節 建議…………………………………………………………………68 參考書目 一、中文部分…………………………………………………………………71 二、英文部分…………………………………………………………………73 附錄一 致受測學校體育組長函…………………………………………………76 附錄二 台北市國中教師體育課程價值取向調查問卷…………………………77 附錄三 量表使用同意書…………………………………………………………83 表     次 表2-1 我國體育課程與健康教育課程歷次課程修訂名稱……………………………15 表2-2 我國歷次課程修訂中體育課程目標與教材內容………………………………16 表2-3 學科精熟價值取向摘要表………………………………………………………23 表2-4 學習過程價值取向摘要表………………………………………………………24 表2-5 自我實現價值取向摘要表………………………………………………………25 表2-6 社會重建價值取向摘要表………………………………………………………26 表2-7 生態整合價值取向摘要表………………………………………………………27 表2-8 學科精熟取向要點概述表………………………………………………………30 表2-9 學習過程取向重點概述表………………………………………………………31 表2-10 自我實現取向重點概述表………………………………………………………32 表2-11 社會重建取向重點概述表………………………………………………………33 表2-12 生態整合取向重點概述表………………………………………………………34 表2-13 體育教師課程價值取向研究文獻摘要表………………………………………35 表3-1 台北市九十學年度國中體育與健康教育任課教師調查表……………………41 表3-2 教師課程價值取向量表各取向題目分配表……………………………………43 表3-3 教師課程價值取向量表之內部一致信度表……………………………………44 表4-1 台北市國中教師個人基本資料百分比統計表…………………………………48 表4-2 台北市國中教師體育課程價值取向優先順序表………………………………51 表4-3 台北市國中教師具有體育課程價值取向統計表………………………………53 表4-4 台北市國中男教師體育課程價值取向之優先順序表…………………………54 表4-5 台北市國中女教師體育課程價值取向之優先順序表…………………………55 表4-6 不同性別教師對體育課程價值取向之差異性考驗表…………………………56 表4-7 不同任教科別教師對體育課程價值取向之差異性考驗表……………………58 表4-8 不同教育背景教師對體育課程價值取向之變異數分析表……………………60 表4-9 不同服務年資教師對體育課程價值取向之變異數分析表……………………62 表4-10 擔任不同職務教師對體育課程價值取向之變異數分析表……………………64 圖      次 圖2-1 課程理論導入實際流程圖…………………………………………19 圖2-2 價值、態度、行為關係圖…………………………………………21 圖2-3 個人、社會、學科與課程價值取向及體育教學模式相關圖……29 圖3-1 研究架構圖…………………………………………………………40 圖3-2 研究計畫實施程序圖………………………………………………45

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    杜祖貽 (民71)。論外來教育理論的限制與今日教育學研究的路向,載於楊國樞、文崇一
    主編,社會及行為科學研究的中國文化。(頁189-208)。台北: 中央研究院民族學研究
    所。
    林清財 (民 79)。我國國民小學教師教育信念之相關研究。國立政治大學教育研究所博士
    論文。
    周宏室 (民 83)。台北市學生對體育課程目標認知之調查研究。台北:文鶴。
    周宏室 (民 83)。Mosston(摩斯登)體育教學光譜的理論與應用。台北:師大書苑。
    吳聰賢 (民 69)。態度量表的建立。載於楊國樞等人主編,社會及行為科學研究法。(頁
    463-486)。台北:東華。
    吳清山 (民 85)。教育發展與教育改革。台北:心理出版社。
    教育部 (民 87)。國民教育階段九年一貫課程總綱綱要。台北:教育部。
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    教育部 (民 89)。學校本位課程發展基本理念實施策略。中華民國課程與教學學會主編。
    台北:教育部。
    高新建 (民 88)。學校本位課程發展的多樣性。載於學校本位課程與教學創新。中華民國
    課程與教學學會主編。台北:楊智文化。
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    黃金柱 (民 90)。九年一貫體育教學研究新知分享-教師對身體活動與適能教學態度之調
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    黃政傑 (民 74)。課程改革。台北:東華。
    黃政傑 (民 80)。設程設計。台北:東華。
    黃炳煌 (民 71)。課程理論之基礎。台北:文景。
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    葉憲清 (民75)。大專興趣分組體育教學行政與研究。高雄:復文。
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    蔡貞雄 (民 90)。體育的理念。高雄:復文。
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