理解式球類教學法對臺灣中區中小學健體教師的影響

The Effects of TGfU on Health and PE Teachers from the Mid-Taiwan Elementary and Secondary

10.6580/JTSP.2007.2(1).02

鄭漢吾(Han-Wu Cheng)；闕月清(Nyit-Chin Keh)

理解式球類教學法 ； 健體教師 ； Teaching Game for Understanding (TGfU) ； PE teachers

臺灣運動教育學報

2卷1期（2007 / 05 / 01）

22 - 35

繁體中文

本研究目的是為了解在職教師們對理解式球類教學法的感受與建議，以做為後續推廣與研究之用。以參加2004年「健康與體育」教師教材教法研習的中區在職教師為對象，分二階段進行研究，第一階段對35位進行開放性問卷調查；第二階段則選取其中4位教師，針對問卷答案內容值得進一步探討部分再做電話或電子郵件訪談。填答內容經由歸納分析後列表呈現；而訪談則經持續比較方法分析，再依二部份結果就所渋及因素討論，得到結論如下：（一）理解式球類教學法廣為多數老師接受，研習後教師的改變有：學生學習為主、教學應求新求變、教學內容調整、教師反省、對TGfU的看法等五部分。（二）多數老師曾與同事分享理解式球類教學法研習心得，且獲得七成同事肯定，如何透過不同管道推廣，將是接下來努力的重點。（三）多數教師具有勇於嘗試的進取心態，實施好的教師會依教學要領與重點施教；實施不好的教師在提問、管理等教學技能或專業知識需再儲備。（四）初期實施所遭遇困難與其它國家近似，教師對實務與相關資訊需求甚殷。最後並依研究結果提出數項建議作為後續推展或研究參考。

The purpose of this study was to understand the feeling and suggestions of inservice teachers towards TGfU. The participants were 35 teachers who attended the TGfU workshop at mid Taiwan. These teachers were given open-ended questionnaires and 4 were selected to be interviewed using telephone or email. The written data were inductively analyzed, while interview data were analyzed using constant comparison. The results were as follows: (1) TGfU was widely accepted by teachers. The changes showed by teachers after the workshop were student-center teaching, creative and ever changing teaching methods, adjusting the content of teaching, reflecting on teaching, and perspectives of TGfU; (2) Most teachers shared their knowledge about TGfU learned from the workshop with their colleagues. Seventy percents of these teachers were positive about TGfU. To think of a way to promote TGfU was next main effort; (3) Most teachers showed courage to attempt to use TGfU. The successful teachers continued to follow teaching key points while the unsuccessful ones were eager to ask questions. They needed to be more equipped with class management and teaching skill, and professional knowledge. The problems encountered at the initial implementing stage were very much similar with other countries. Teachers desired to have more TGfU related information and teaching. Suggestions were provided to promote TGfU in school or guide future research direction.

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