臺灣地區師資培育大學體操課程內容分析

The Analysis of Gymnastic Curriculum in Taiwanese Teacher Education Universities

王凰儒(HUANG-RU WANG)；陳玉枝(YUH-CHIH CHEN)

體操課程 ； 師資培育大學 ； 十二年國教 ； 健體課綱 ； 內容分析法 ； Gymnastic Curriculum ； Teacher Education University ； Curriculum Guidelines of 12-Year Basic Education ； Health and Physical Education Curriculum Guidelines ； Content Analysis

臺東大學體育學報

33期（2020 / 12 / 01）

33 - 62

繁體中文

研究目的在探討臺灣地區國小師資培育大學體操課程內容在十二年國民教育健康與體育課綱之出現頻率及分布次數，進一步分析體操授課教師課程設計理念。研究方法為內容分析法並輔以半結構式訪談蒐集質性資料。研究對象為臺灣地區六所國小師資培育大學。使用內容分析法蒐集量化資料，分析臺灣地區師資培育大學體操課程內容在十二年國民基本教育健康與體育課程綱要的學習階段、項目內容和動作類型之出現頻率及分布次數。研究結果：（一）國小師資培育大學在學習階段依序為第Ⅲ學習階段（52.31%）、第Ⅰ學習階段（18.15%）和第Ⅱ學習階段（15.66%）；項目內容在地板項目佔最多（41.53%），其次是單槓項目（17.61%）和平衡木項目（15.61%）；動作類型為支撐類型最多（26.95%），其次為旋轉類型（14.89%）和滾翻類型（11.35%）。（二）師資培育大學體操課程設計理念皆以循序漸進且依學生能力調整的學習階段課程設計為主；項目內容大多設計地板和單槓為主；動作類型的教學透過分解動作和遊戲累積成功經驗為課程設計理念。研究結論：國小師資培育大學體操課程在學習階段符合十二年國教健體課綱階段內容的規劃安排；在項目內容皆著重於地板和單槓；在動作類型均以基礎動作類型為主；國小師資培育大學體操課程內容能符應十二年國教健體課綱，值得推廣。

This study was to explore the frequencies and times of gymnastic curriculum in physical and education curriculum guidelines of 12-year Basic Education among Taiwanese teacher education universities. Furthermore, this research was to analyze teachers' concepts on designing gymnastic curriculum. The subjects included six elementary school teacher education universities and nine high school teacher education universities in Taiwan. This study mainly collected quantitative data by the method of content analysis to analyze the mentioned frequencies and times of the content of gymnastic curriculum in Taiwanese teacher education universities among physical and education curriculum guidelines of 12-year National Education which could be divided into three categories: learning stage, project content and moving pattern. Besides, semi-structure interview was applied as a supplementary method to receive qualitative data. The results were: (a) Learning stages among elementary school teacher education universities in order were Learning stage Ⅲ (52.31%), Learning stage I (18.15%) and Learning stage Ⅱ(15.66%); among project content, Floor Exercise was highest (41.53%), Horizontal Bar was medium (17.61%), Parallel Bars was least (15.61%); among moving patterns, Support was highest (26.95%), rotational (14.89%) was medium and roll was least (11.35%). (b) Learning stages among high school teacher education universities in order were Learning stage Ⅲ(46.36%), Learning stage Ⅴ (16.09%) and Learning stage Ⅱ(14.94%); among project content, Floor Exercise was highest (48.58%), and Horizontal Bar was least (13.12%); moving patterns in order were Support (25.27%), Others (16.85%) and Roll (15.38%). (c) The gymnastics curriculum in teacher education universities were mainly designed with the concept, ＂step by step＂ and modified the learning stage based on students' abilities. Major project contents included Floor exercise and Horizontal Bar. As for moving pattern, the design concepts of curriculum were teaching step by step and applying games to accumulate success. The results included: elementary school teacher education universities coincided with learning stage on physical and education curriculum guidelines of 12-year Basic Education; as for, high school teacher education universities followed partly. Among project content, both of elementary school teacher education universities and high school teacher education universities focused on Floor and Horizontal Bar. Moreover, the major moving patterns was basic moving patterns for both of elementary school teacher education universities and high school teacher education universities. However, high school teacher education universities emphasized more on the complete set of movements. Therefore, elementary school teacher education universities corresponded with physical and education curriculum guidelines of 12-year Basic Education more than high school teacher education universities did.

1. 俞智贏(2007)。你也可以成為體操教學高手－談體操教學理念與做法。大專體育，88，1-5。
   連結：
2. 黃哲奎,林高正,陳光輝(2016)。競技體操倒立錯誤姿勢之修正。大專體育，139，17-30。
   連結：
3. 國際體操聯合會2017-2020 評分規則（2017）。中華民國體操協會。取自http://ctga.com.tw/archives/1884
4. 吳芝華(1988)。國小體操教學—機械體操教材。中華體育季刊，2(3)，54-61。
5. 林正常、范姜逸敏（2000）。運動體適能-平衡。取自運動生理學網站。http://www.epsport.net/epsport/fitness/show.asp?repno=60
6. 林清和(1984)。競技體操保護與協助訓練的力學分析。師大體育，17，71-80。
7. 林靜萍(2014)。各國體育課程分析對我國體育課程發展之啟示。學校體育，145，4-5。
8. 高健,王文生(2000).競技體操高級教程.北京市:人民體育.
9. 教育部（2017）。師資培育法。臺北市：教育部。
10. 教育部（2018）。十二年國民基本教育課程綱要健康與體育領域。臺北市：教育部。
11. 教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市，教育部。
12. 教育部（2003）。九年一貫課程綱要。臺北市，教育部。
13. 教育部（2015）。滾翻。取自教育部重編國語辭典修訂本。http://dict.revised.moe.edu.tw/cgi-bin/cbdic/gsweb.cgi?o=dcbdic&searchid=Z00000074299 dcbdic&searchid
14. 教育部體育署(2018)。教育部體育署（2018）。體操四年計畫編撰之補充教材。臺北市：教育部。
15. 教育部體育署(2017).體育運動政策白皮書.臺北市:教育部.
16. 陳光輝（2019）。跳躍。取自體育運動大辭典。http://sportspedia.perdc.ntnu.edu.tw/content.php?wid=1727
17. 陳光輝（2019）。上水平系列力量動作。取自體育運動大辭典。http://sportspedia.perdc.ntnu.edu.tw/content.php?wid=1670
18. 黃建榮(1997)。幼兒運動遊戲課程的規劃。教師之友，38(5)，63-66。
19. 楊俊鴻(2015)。從十二年國教課程改革談體育類科師資培育之策略。學校體育，151，6-13。
20. 葉菁華(2008)。臺東縣，國立臺東大學。
21. 廖繼薇,黃永寬(2016)。情境教學式運動遊戲對幼兒專注力之影響。幼兒運動遊戲年刊，9，94-137。
22. 藍雪華(2008)。臺東縣，國立臺東大學。