神馳於山風雪嶺：一門大學滑雪課程學生學習歷程之情緒樣態與流轉

A qualitative enquiry on the pattern and transformation of emotions developed in an in-line-skating/skiing course offered in a college

10.6783/JAAEE.201909_(12).0004

章勝傑(Simon Chang)；溫卓謀(Cho-Mou Wen)

運動技能 ； 冒險教育 ； 學習成效 ； psychomotor skills ； adventure education ； learning outcomes

體驗教育學報

12期（2019 / 09 / 30）

25 - 53

繁體中文

為了檢視學生在一門大學滑輪／滑雪課程學習歷程中的情緒樣態與流轉，研究者採質性研究取向，訪談了18名修課學生，並以修課學生的期末報告為文本，分析學生的學習情緒及其發生的脈絡。研究有以下發現：第一，在此課程中，正向情緒約佔六成，而負向情緒約佔四成；較常出現的正向情緒經驗依序為感激、期待、暢快、快樂、成就感；而害怕、挫折、疲憊、緊張、難過則是出現較多的負面情緒。挫折感作為一種負向情緒，對於學習可能有正面的影響力。在挫折經驗中，學生經歷了「自我對話」與「自我激勵」的歷程；體驗了老師、助教與同儕陪伴的可貴，並使成功的喜悅更加深刻。第二，不同的學習情緒有其時間性，會隨著教學事件的進行而持續流轉；隨著教學場域改變與滑雪技能的習得，學生學習情緒流轉的樣態與其技能與挑戰之平衡與否，具有某種程度的關聯性。三天的滑雪歷程中，學習情緒大致呈現了「初始愉悅／中段痛苦／最終暢快」的V字型流轉型態。研究者最後針對未來的研究與教學提出相關的建議，並以學生在滑輪／滑雪技能之外所習得技能教學的方法與策略為後記提供教學者參考。

To examine the pattern of emotions developed and transformed in an in-line-skating/skiing course offered in a college, the researchers conducted a qualitative study and interviewed 18 students who took this course. Students' course reports were analyzed to analyze the patterns and contexts of students' learning emotions. The findings can be summarized into two parts. First, about 60 percent of the emotions recalled were positive and 40 percent of them were negative. Gratitude, expectance, elation, happiness, achieving were among the most often mentioned positive emotions, and scare, frustration, exhaustion, nervousness, sadness were the often-mentioned negative ones. Besides, the feeling of frustration might be a constructive factor in learning skiing. Frustration forced students to engage in self-talk and self-encouragement, to appreciate social supports from peers and instructors, and it made success tastier. Secondly, students' emotions manifested a temporal facet, in that they varied while the learning events proceed. Furthermore, students' emotions evolved as their skiing skills matched or mismatched with challenging levels of the skiing slops. There seemed to be a ＂V＂ pattern of learning emotions as the overall atmosphere was pleasant in the beginning, frustrating thereafter, and ecstasy in the end. Suggestions about future research and teaching practices are proposed in the end. Some students' inspiration on psychomotor instruction strategies are presented as epilogue.

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