個人與社會責任模式融入偏鄉國小飛盤課程之研究

The Integration of Teaching Personal and Social Responsibility Model into a Rural Elementary School Frisbee Program

10.6249/SE.202306_74(2).0013

李柏昂(Po-Ang Li)；闕月清(Nyit-Chin Keh)

團隊合作活動 ； 自我反思 ； 責任層級 ； 情意表現 ； 人際互動 ； Teamwork activity ； self-reflection ； responsibility level ； affective performance ； interpersonal interaction ； rural education

中等教育

74卷2期（2023 / 06 / 01）

46 - 67

繁體中文;英文

目的：本研究旨在探討個人與社會責任（TPSR）模式融入飛盤課程在偏鄉國小實施前後，學生的責任層級表現情形與班級內人際互動改善情形；同時也探討教師教學之歷程與研究省思。方法：研究對象為花蓮縣某國小五年級2個班級的學生共31名，男生12名、女生19名；課程介入為期12週，每週2節40分鐘的TPSR模式融入飛盤課程。量化資料工具為「個人與社會責任問卷」，以成對樣本t考驗進行前後測統計分析；質性資料蒐集採學生學習單32份、半結構式訪談11人共110分鐘20秒與教師教學日誌。結果與討論：一、學生在課程介入之後的努力、自我導向與幫助他人等責任層級有顯著提升。二、學習表現較弱勢而被欺負的學生，開始嘗試自主努力學習，強勢的學生也逐漸能接納他人，班級內的排擠現象逐漸改善；三、學生在團體活動中學習相互協調合作，自我設定練習目標、放下個人成見、控制情緒與他人相處。四、研究實施同樣的課程於兩個班級產生不同的學習效果，教師需設計不同類型的問題來引導小組討論與自我反思，協助建立責任層級的概念。結論與建議：TPSR模式融入國小飛盤課程，有效提升學生體育課情意表現，並有助於改善同學之間的人際互動。若要提升個人與社會責任模式融入國小體育課程的成效，建議設計有結構性、有目標性的團隊合作活動，藉由更多互動來促進同學之間的人際關係。

This research investigated the impact of integrating the Teaching Personal and Social Responsibility (TPSR) Model into a Frisbee physical education (PE) program, and explored teaching experience and reflections. The participants were 31 fifth-grade students from two classes at an elementary school in Hualien County, including 12 males and 19 females. The TPSR Frisbee lessons lasted for 12 weeks with two 40-minute sessions per week. The study used "The Personal and Social Responsibility Questionnaires" to collect quantitative data and conducted paired-sample t-test for statistical analysis. Qualitative data included the students' learning sheets, semi-structured interviews, and the teacher teaching journals. The findings indicate that: (1) There were significant improvements in the responsibility levels of making efforts, self-direction, and helping others. (2) The low-achievers who were previously bullied began try to learn independent, and dominant students were gradually accepted others. The exclusion phenomenon in the class gradually improved. The students learned to coordinate and cooperate with each other, set exercise goals by themselves, abandon individual biases, and control emotions to interact with others. (3) Teacher had to design different questions to guide group discussions and self-reflections, helping students to establish conception of responsibility as the Frisbee PE Program produced differentiated learning effects in the two classes. The TPSR Frisbee PE program effectively improves students' physical education performance and helps improve interpersonal interactions among classmates. To improve the effectiveness of the TPSR Model on the elementary PE program, it is recommended to design structured and goal-oriented teamwork activities to promote good relationship among peers.

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