大學女生專業游泳課蛙泳學習歷程與情緒經驗之質性研究

A Qualitative Study on the Breaststroke Learning Processes and Emotional Experiences of Female College Students

10.6580/JTSP.201905_14(1).02

章勝傑(Simon Chang)；溫卓謀(Cho-Mou Wen)

游泳教學 ； 運動休閒 ； 大學課程 ； 教材教法 ； swimming instruction ； sport leisure ； collegiate curriculum ； teaching methods and aids

臺灣運動教育學報

14卷1期（2019 / 05 / 01）

27 - 49

繁體中文

目的：為了探究大學女生在一門體育學系專業游泳課中的學習困難、學習情緒與學習成效，方法：本研究依據「學業情緒控制價值理論」的主張，以18位大學女生為研究對象，採行質性研究方法，除了以半結構訪談為工具蒐集資料外，研究者也使用「百變情緒卡」作為激發學生回想學習歷程情緒經驗的工具，以逐字稿作為研究分析的文本。研究結果：顯示參與研究的學生過往所接受的游泳教學成效並不顯著，國內高中以降的游泳教學仍有進步空間。學習蛙泳對學生而言具有自救、專業技能、教學、休閒與救溺的意義。整體而言學生們在此課程中經驗較多的正面情緒，但更值得關注的是有些學生能從初期經驗焦慮、驚恐、害怕等負面情緒逐漸轉為自信、勇敢、感動等正面情緒。學生們在學蛙泳時較常面對的困難在於蛙腳動作的收腿與翻掌、手部的划手抱水動作、以及漂浮等待與換氣動作。為了幫助學生克服蛙泳學習的困難，課程授課教師使用了不少教法與教材，在其中學生印象深刻或覺得很有幫助的主要有善用教學輔助工具、使用小池調整動作以及實施補救教學等三個教學特色。在學習成效方面，18位修課的女生中的13位不會蛙泳的學生（包括3位完全不會任何泳式的學生）皆能在期末達成不著地以蛙泳游400公尺的教學目標。

To examine the learning difficulties, learning emotions and learning effects of female college students who enrolled in a core swimming course, according to the representation of Control-Value Theory, a qualitative study employing semi-structural interviewing method was conducted with 18 students as participants. The ＂emotional cards＂ also be used to stimulate students' emotional experience in the learning process. Word-by-word text for research and analysis. The results showed that the swimming lessons students took from elementary to high school were not effective. The students felt that learning breaststroke was important in self-rescuing, profession competence, instruction, leisure and rescuing others. Students experienced more positive emotions than negative emotions. However, that some students experienced anxiety or fear in the beginning but confidence and courage in the end was even more note-worthy. The students encountered some difficulties in kicking, pulling and catching, breathing in and out, and floating. To help students overcoming those difficulties, the instructor utilized some teaching methods and aids, and the floating aids, individually adjusting student moves in a shallow pool, and remedial teaching were among the most mentioned. All of those 13 students who were not competent in breaststroke were able to swim 400 meters in the final exam.

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