Publication:

高中職女生體育學習態度之研究

本研究旨在探討高中職女生體育學習態度，進而比較不同背景變項（年級、科別、運動比賽經驗、體育感受、健康情形）之差異。研究工具為自編之高中職女學生體育課學習態度問卷調查表、體育學習動機問卷及訪談大綱，以全校高中職女生共509人全數納為研究對象。回收資料處理，量的方面為描述統計、單因子變異數分析及t-test檢定；質的方面採描述及詮釋方式為主。

研究發現如下：

一、體育學習態度問卷調查的發現

（一）不同背景變項（年級、科別、運動比賽經驗、體育感受、健康情形）達顯著差異。

二、體育學習動機問卷調查的發現

（一）給予學生足夠的時間練習後再進行評量、評量標準不要定得太高，是女學生對體育科教學評量方面的期待。

（二）老師教學時，如能態度輕鬆幽默且情緒控制良好，並能夠與學生保有良好互動，關懷學習能力較差的學生，將有助於學習動機的提昇。

（三）教學活動設計，採用遊戲或比賽的方式並且突破規則的限制，變換運用器材，最能提昇女學生的學習興趣。

（四）樂觀開朗，時常面帶微笑及具備幽默感，能主動關心學生並包容學生偶爾的犯錯。擁有上述人格特質的老師，對學習動機的提昇有促進的作用。

（五）能與學生一起活動，在學生有良好表現時，適時的口頭讚美或給予加分，都有助於增進學生的學習動機。

三、訪談發現

（一）學生對體育課印象，偏重於運動技能方面；在項目（團體性、個人性）的選擇方面，則會考慮本身的習慣、成就感以及人際的互動性。

（二）影響學生體育課學習意願的因素，為天候、測驗造成的壓力；生理期產生的不適感；害怕同學的嘲弄；運動技巧掌握的熟練度；受到老師的訓斥及當眾數落等等內、外在因素。

（三）學生對體育課的正面觀感為，藉由體育課的實施，能使心理壓力獲得舒緩與增進生理方面的功能，並且促進本身人際關係的發展。

（四）女學生認為男、女生的體育學習表現具有其差異性，因為男生有較強的主動性且認真與投入；女生則較注重形象問題，傾向採取被動和旁觀者的角色，動作表現也顯得拘謹。

（五）不同學習階段(國小、國中)的體育學習態度，會受到老師、同儕及場地設備的影響，而有所改變。

最後，根據研究發現，研究者對高中職體育教師教學與教材內容編排提出建議。

The purpose of the study is to probe into the girls' learning attitudes in PE of vocational senior high school. It compares the different backgrounds, such as the grades, departments, competitive experiences, PE feelings, and health conditions. The material is the self-edited questionnaire about learning attitudes, learning motivations, and outlines of interviews. The object is 509 students, the total number of vocational high school girls. The quantity is based on description statistics, One-way ANOVA, and t-test. The quality is mainly based on descriptions and interpretations.

The study is as follows,

I.The findings from the questionnaire of PE learning attitudes

(i)Different backgrounds, such as grades, departments, competitive experiences, and health conditions, cause striking differences.

II.The findings from the individual learning motivations

(i)The girl students are looking forward to having enough time practicing before scoring, and the average standard of tests.

(ii)If teachers are free, easy, humorous, in good mood, in good interactions, and caring for worse ability students when teaching, the learning motivation increases.

(iii)Using the games, the competitions, the ways of breaking restrictions, or the different equipments can raise the interests most.

(iv)The teachers, who are optimistic, smile-wearing, caring for students actively, and tolerating students' little mistakes, are helpful to raise the learning motivations.

(v)It is also helpful to raise motivations when teachers practice with students, and compliment them properly.

III.The findings of interview

(i)The impressions of PE are about skills. When choosing sports (group-work, or individual-work), the students will consider the habits, sense of achievements, and interactions.

(ii)The factors, affecting the learning motivations, are climates, the pressure of test, being teased by classmates, the familiarity to skills, being scolded by teachers, and so on.

(iii)The students' optimistic impressions of PE are that when taking PE, students can release stress, strengthen their physical ability and promote the relationship.

(iv)Girl students think that boys have active intentions and involve in sports earnestly. However, girls pay more attention to images. They tend to be passive and onlookers. They are also more overcautious.

(v)The learning attitudes are affected by teachers, classmates, and environmental equipment during different learning stages, such as elementary or high school.

In a word, according to the study, researchers raise some suggestions for the teachers in vocational high school and for the teaching materials.