平淡乃絢爛之極也：高中體育教師課程實踐個案探究

Subtle Brilliance: A Study on High School Physical Education Teachers' Curriculum Practices

10.6569/NTUJPE.202409_(47).0003

魏子閎(Tzu-Hung Wei)

體育教師 ； 課程教學 ； 疫情影響 ； 教學鬆懈 ； hysical Education Teacher ； Curriculum Instruction ； Impact of Pandemic ； Ineffective Teaching

臺大體育學報

47輯（2024 / 09 / 01）

29 - 42

繁體中文;英文

緒論：什麼因素阻礙體育老師繼續優秀？坦言體育教師，大多知道自己並非精通各項專長運動的全能者，即便新課綱強調教師協同整合與學生自主學習，然現行體育課調整進度迂緩，一如既往，課程未受政策影響。方法：以敘事方法探究一位高中教師口述體育課程實施現況，從問題現象延伸足以解釋教學品質差異的原因。敘事研究有助於研究者提取參與者在校園中的教學、困境以及省思的經驗。透過主次對話、同儕評述，指導教授審核和延長敘事調查工作時間等策略，周延效度。結果：敘事者分享自己的體育專長訓練和國家代表隊的運動成就，正向牽引對體育課的熱忱與堅持。然而，因為學生傷病和兩年疫情牽連，影響她的課程品質，使得教學熱情逐漸消退，遠距體育課產生困擾和失控。當回到實體課程後，敘事者的體育課逐漸失去往日的精采，學生不再幸福尖叫，樂趣化活動減少。上段論述已透過第三者旁白證實。討論中提及，學生們或許無感於體育教師的教學差異，學生只要能自由活動，誰代課皆宜。然而，敘事者反思，年歲漸長，教學熱情的保鮮期似乎過去了。近期，她須面對個人車禍傷病的影響，改以平淡心態面對突發事端和沉澱反思過往教學的逐漸鬆綁。透過了解與對比他校教師的出色課程操作，細膩反照自己過往的工作態度變化，階段性承認自我的鬆懈不振。結論：敘事者傾向以「一段時日」作為自我調整的中介，處遇自己的適應耽誤和教學怠惰，重新調整教學方式，呼應體育教學的轉折與重生，在平淡中尋找創新，提供給學生更有深度的教育體驗。

Introduction: What factors hinder physical education teachers from continuing to excel? Acknowledging that most physical education teachers are not experts in all sports, despite the emphasis on collaborative integration and student-centered learning in the new curriculum, the current progress of physical education classes remains sluggish, unaffected by policy changes. Methods: Utilizing narrative inquiry to explore the implementation of a high school physical education curriculum as narrated by a teacher, extending from observed phenomena sufficient to explain the reasons for differences in teaching quality. Narrative research helps researchers extract participants' experiences of teaching, challenges, and reflections on campus. Through strategies such as primary and secondary dialogues, peer narratives, and guidance from professors to review and extend narrative inquiry work, thorough validity is ensured. Results: The narrator shares her expertise in physical training and achievements in the national team, positively influencing her enthusiasm and dedication to physical education classes. However, due to student injuries and the two-year pandemic, her teaching quality has been affected, resulting in a gradual decline in teaching enthusiasm and difficulties in distance physical education classes. Upon returning to in-person classes, the narrator's physical education classes gradually lose their former excitement, and the fun activities decrease. The previous paragraph's arguments are corroborated by third-party narration. Discussion mentions that students may be indifferent to differences in teaching quality among physical education teachers, as long as they can freely engage in activities, any substitute teacher is acceptable. However, the narrator reflects that as she ages, the shelf life of her teaching enthusiasm seems to have passed. Recently, she has had to face the impact of personal injuries from a car accident, adopting a calm attitude towards sudden incidents and reflecting on past teaching practices. Through understanding and contrasting the outstanding curriculum operations of teachers from other schools, delicately reflecting on her own changes in work attitude over time, she acknowledges her periodic slackening. Conclusion: The narrator tends to use "a period of time" as a means of self-adjustment, dealing with her adaptation delays and teaching laziness, re-adjusting her teaching methods, echoing the turning point and rebirth of physical education teaching, seeking innovation in the mundane, and providing students with a deeper educational experience.