體育課中發展品格－個人與社會責任模式

Develop Character in Physical Education-Personal and Social Responsibility Model

10.6249/SE.2013.64.2.09

林靜萍(Ching-Ping Lin)；丁立宇(Li-Yu Ting)

品格教育 ； 賦權 ； 責任層級 ； 尊重 ； 自我導向 ； character education ； empowerment ； levels of responsibility ； respect ； self-direction

中等教育

64卷2期（2013 / 06 / 01）

157 - 177

繁體中文

體育課由於其有高度情緒和行為互動的特性，因此對品格的發展提供了良好的情境與機會。發展良好品格不僅需要情境，還必須透過良好的教學活動設計及運用過切的教學策略。Don Hellison所發展的「個人與社會責任模式」即是強調責任發展的體育課程模式。本文旨在介紹個人與社會責任模式的實施，首先說明其基本理念、責任層級的組成內容與內涵；其次說明教學實施絮構與策略；再以實例說明課程與教學設計的具體作法。

Physical Education, which can enable a learning context involving affective and social moral interactions, has the potential to develop moral character of children. To develop good personality, of children requires not only an appropriate learning context, but also well-planned teaching programs and appropriate teaching strategies to accomplish it. Don Hellison's model for ”Teaching Personal and Social Responsibility (TPSR)” is a famous curriculum mode1 in physical education, and is specifically developed to deliver such goals. The main purpose of this article is to illustrate how the TPSR Model may be put into practice by introducing (a) the basic ideas, composition and levels of responsibility within, (b) the implementing structure and strategies of and (c) an example of curriculum plan based on the model.

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