通識教育在提升學生身體素養之實踐－運動與文化生活

The Practice of General Education in Promoting Students' Physical Literacy-Sports and Cultural Life

10.6580/JTSP.202211_17(2).01

林安廸(Andy Lin)

核心素養 ； 質性研究 ； 運動教育學 ； 運動社會學 ； core literacy ； qualitative research ； sport pedagogy ； sociology of sport

臺灣運動教育學報

17卷2期（2022 / 11 / 01）

1 - 21

繁體中文;英文

緒論：本研究以大學通識教育課程－｢運動文化與生活｣，為研究場域，教學方式包含透過運動為題材之影片欣賞、身體素養相關議題討論、心得撰寫與教師回饋以及運動賽事參訪等，目的為了解學生身體素養、通識教育層面及運動賽事觀賞等三層面之學習狀況。方法：研究參與者包含2班共計61人（32男29女），並對其中8人（3男5女）進行半結構式訪談，以作業、訪談逐字稿及個人教學札記作為分析之資料，以質性研究典範進行詮釋現象學分析。結果：研究結果顯示在素養學習層面效益包含了解學生修課動機、認識運動世界及跨領域討論，通識教育層面包含與學系專業結合及了解通識教育學習效益，賽事學習層面了解選擇賽事的原因及觀賞運動賽事後的成長。結論：結論提及，運動與文化生活課程對於提升學生身體素養及通識教育期待的能力有具體的幫助。建議可進一步融入創新教學增加學生學習動機與自主性。

Background: This paper took an University's general education course-"Sports Culture and Life" as the research field. Teaching methods included sports-themed film appreciation, discussion of physical literacy related topics, experience writing and teacher feedback, and visited to sports events. The purpose was to understand the learning status of students' physical literacy, general education and sports event visiting. Methods: Participants included 61 people (32 males and 29 females) in 2 classes, and 8 people (3 males and 5 females) were interviewed by judgment sampling and using semi-structured interview. Used assignments, interview transcripts and personal teaching notes as data for analysis. Interpretative phenomenological analysis with qualitative research paradigms. Results: The results showed that the benefits of literacy learning include understanding students' motivation for taking courses, understanding the world of sports and cross-disciplinary discussions, general education including integrating with majors of the department and understanding the learning benefits of general education, and learning growth after a sporting event. Conclusion: The conclusion mentioned that sports and cultural life courses have specific help in improving students' ability to develop physical literacy and general education expectations. It is suggested that innovative teaching strategies could be further integrated to increase students' learning motivation and autonomy.

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