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研究生: 顏宛平
Yan, Wan-Ping
論文名稱: 國中體育課實施個人與社會責任模式之學生經驗
Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
指導教授: 掌慶維
Chang, Ching-Wei
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 138
中文關鍵詞: TPSR單元教學經驗課程學生觀點
英文關鍵詞: TPSR unit teaching, experienced curriculum, student perspectives
論文種類: 學術論文
相關次數: 點閱:465下載:32
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  • 個人與社會責任模式 (teaching personal and social responsibility, TPSR) 在美國學者Hellison的發展與推廣,近年來成為體育課程與教學研究領域的新興關注焦點。本研究旨在探討國中學生在體育課實施TPSR單元教學,從學生對經驗的主觀詮釋,反映課程實施的情形,進一步探討課程實施的可行性。研究參與者為新北市某國中八年級一個班級的學生,實施22節,每節45分鐘 (共990分鐘)。在資料蒐集與分析上,以攝影記錄學生的學習過程,蒐集每堂課的學習單,與學生進行訪談,並將訪談與學習單內容進行質性資料分析。研究結果顯示學生經驗內容包括責任行為、責任認知、運動技能學習、運動認知、班級運作、小組運作、師生互動、課堂安排、課程態度等主題;結論為學生的責任行為並不會按照責任層及漸進的發展,而是易受情境的影響,教師可設計多元的情境,讓學生嘗試能在各種情境中都能展現出正向的負責行為;教師的教與學生的學之間容易產生較大的鴻溝,教師須放慢步調,等待學生跟上學習;時間不足是體育課實施TPSR課程需克服的挑戰。

    With development and promotion by the American scholars Hellison, personal and social responsibility model (teaching personal and social responsibility, TPSR) has become the new focus of the physical education curriculum and teaching and research fields in recent years. This study aimed to explore students’ experiences during the implementation of TPSR unit teaching in junior high school physical education from the students’ subjective interpretation, reflecting the situation of curriculum implementation, to further explore the feasibility of curriculum implementation. Participants were a class of students in eighth grade in New Taipei City, totally 22 periods, each period was 45 minutes (990 minutes). Data collected with student worksheet and interview, and recorded every class, and then using qualitative method to analyze the data. The results showed that student experiences including responsibility behavior, cognition of responsibility, motor skill learning, sport cognition, class operation, group operation, teacher-student interaction, class arrangement, curriculum attitude. Finally, it was concluded that the responsible behavior of students and not in accordance with the responsibilities layer and progressive development, but vulnerable to the impact of the situation, teachers can design multiple scenarios for students to try in a variety of situations can show positive responsible behavior; between teachers in the teaching and learning of students learning prone than divide, teachers will be required to slow down the pace, waiting for the students to keep up with the learning; lack of time was a challenge should be overcome when implementing TPSR in school physical education.

    口試委員與系主任簽字之論文通過簽名表…………………………………………i 論文授權書……………………………………………………………………………ii 中文摘要………………………………………………………………………………iii 英文摘要………………………………………………………………………………iv 謝誌……………………………………………………………………………………v 目次……………………………………………………………………………………vi 表次……………………………………………………………………………………viii 圖次……………………………………………………………………………………ix 第壹章 緒論…………………………………………………………………………1 第一節 前言………………………………………………………………………1 第二節 研究目的與問題…………………………………………………………3 第三節 研究範圍與限制…………………………………………………………3 第四節 名詞界定…………………………………………………………………4 第五節 研究重要性………………………………………………………………5 第貳章 文獻探討……………………………………………………………………6 第一節 學生經驗研究的重要性…………………………………………………6 第二節 個人與社會責任模式的基本概念………………………………………8 第三節 個人與社會責任模式的相關研究………………………………………14 第參章 研究方法與步驟……………………………………………………………28 第一節 研究方法…………………………………………………………………29 第二節 研究參與者………………………………………………………………32 第三節 研究場域…………………………………………………………………32 第四節 研究流程…………………………………………………………………34 第五節 資料整理與分析…………………………………………………………37 第六節 研究品質…………………………………………………………………38 第肆章 研究結果與討論……………………………………………………………40 第一節 國中學生在尊重單元的經驗……………………………………………40 第二節 國中學生在努力與合作單元的經驗……………………………………56 第三節 國中學生在自我導向單元的經驗………………………………………69 第四節 國中學生在幫助與領導單元的經驗……………………………………88 第五節 國中學生對體育課實施 TPSR單元教學之整體態度…………………117 第六節 綜合討論…………………………………………………………………121 第伍章 研究結論與建議……………………………………………………………125 參考文獻………………………………………………………………………………127 中文文獻………………………………………………………………………………127 英文文獻………………………………………………………………………………128 附錄……………………………………………………………………………………135 附錄一 學生課後訪談題綱…………………………………………………………135 附錄二 課程經驗問卷(一)…………………………………………………………136 附錄三 課程經驗問卷(二)…………………………………………………………137 附錄四 研究參與學生家長同意書…………………………………………………138 表次 表2-2-1 責任層級要素表…………………………………………………………10 表2-3-1 國外個人與社會責任模式之相關研究摘要表…………………………14 表2-3-2 國內個人與社會責任模式之相關研究摘要表…………………………25 表3-3-1 上課場地使用表…………………………………………………………33 表3-5-1 資料代號說明表…………………………………………………………37 表4-1-1 尊重單元之教師課程運作表……………………………………………41 表4-1-2 尊重單元之學生經驗歸納表……………………………………………43 表4-2-1 努力與合作單元之教師課程運作表……………………………………57 表4-2-2 努力與合作單元之學生經驗歸納表……………………………………59 表4-3-1 自我導向單元之教師課程運作表………………………………………70 表4-3-2 自我導向單元之學生經驗歸納表………………………………………73 表4-4-1 幫助與領導單元之教師課程運作表……………………………………89 表4-4-2 幫助與領導單元之學生經驗歸納表……………………………………92 表4-4-3 學生經驗「責任行為、責任認知」綜整表………………………………114 表4-4-4 學生經驗「運動技能學習、運動認知」綜整表…………………………115 表4-4-5 學生經驗「班級運作、小組運作」綜整表………………………………115 表4-4-6 學生經驗「師生互動、課堂安排、課程態度」綜整表…………………116 圖次 表3-4-1 研究流程圖………………………………………………………………34

    一、中文文獻:
    丁立宇 (2011a) 。品格教育的體育教學模式。學校體育,127,71-76。

    丁立宇 (2011b) 。青出於籃-品格教育融入籃球教學之行動研究 (未出版碩士論文) 。國立臺灣師範大學,臺北市。

    田續鴻 (2009)。不同體育教學方式對個人社會責任模式(TPSR)、撞球學習效果之研究 (未出版碩士論文)。國立高雄師範大學,高雄市。

    周宏室、徐偉庭 (2012) 。個人與社會責任課程模式之探究。中華體育季刊,26 (1),99-106。

    徐偉庭、周宏室、陳文長 (2012)。中學生體育課責任概念之探究。課程與教學,15(3),165-180。

    徐興權 (2012)。運動教育模式對國小學童個人與社會責任及比賽表現之影響 (未出版碩士論文) 。國立體育大學,桃園縣。

    陳向明(2002)。社會科學質的研究。臺北市:五南。

    陳伯璋 (2003) 。新世紀課程研究。國家政策季刊,2 (3) ,149-168。

    張春興 (1994) 。教育心理學:三化取向的理論與實踐。台北市:東華出版。

    黃月嬋 (1999) 。師院生體育經驗課程之研究 (未出版博士論文)。國立臺灣師範大學,臺北市。

    楊明翰 (2012)。TPSR融入體育教學對高中生個人、社會責任與利社會行為之影響 (未出版碩士論文) 。國立體育大學,桃園縣。

    鈕文英(2012)。質性研究方法與論文寫作。臺北:雙葉書廊。

    掌慶維(2006)。國小五年級建構取向籃球遊戲學習之研究 (未出版博士論文) 。國立臺灣師範大學,臺北市。

    廖智倩 (2009) 。國小六年級學生對體育教師教學策略知覺之研究 (未出版博士論文) ,國立臺灣師範大學,臺北市。

    顏宛平、掌慶維 (編排中) 。體育課程模式實施之學生觀點文獻分析—以體育教學期刊(JTPE)為例,中華體育季刊。

    二、英文文獻
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    Beaudoin, S. (2012). Using responsibility-based strategies to empower in-service Physical Education and health teachers to learn and implement TPSR. AGORA for Physical Education and Sport, 14(2), 161-177.

    Buchanan, A. M. (2001). Contextual challenges to teaching responsibility in a sports camp. Journal of Teaching in Physical Education, 20, 155-171.

    Cecchini, J. A., Montero, J., Alonso, A., Izquierdo, M., & Contreras, O. (2007). Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths. European Journal of Sport Science, 7, 203-211.

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    Dyson, B. P. (2006). Students’ perspective of physical education. In D. Kirk, Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education. Great Britain: Sage.

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    Escartí, A., Gutiérrez, M., Pascual, C. & Marín, D. (2010). Application of Hellison’s Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School. The Spanish Journal of Psychology, 13(2), 667-676.

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    Hastie, P., & Buchanan, A. M. (2000). Teaching responsibility through Sport Education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71, 25-35.

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