Publication:

健康與體育領域教學實施現況之分析研究以雲林縣為例

本研究旨在瞭解九年一貫課程健康與體育領域教學，雲林縣國民中小學實施健康與體育領域教學實施現況。以健康與體育領域教學實施現況問卷調查表於九十四學年度針對雲林縣國民中小學健康與體育領域課程教師合計380名（國中教師101名、國小教師279名），進行問卷調查，其內容共分為六大部分，分別為：〈一〉、政策理念---綱要內容及精神、分段能力指標、專業自主；〈二〉、課程規劃---課程發展委員會、領域課程小組、學校本位課程；〈三〉、教科書選用---選用程序、教學需要、課程目標；〈四〉、教學實施---個別差異、教學媒體、學習過程、指標轉化；〈五〉、教學評量---起始行為、多元評量；〈六〉、課程統整---銜接課程、專業能力。蒐集資料以SPSS為統計分析軟體進行描述性統計、 t考驗、單因子變異數分析、並以薛費法做事後比較分析。

結果發現：一、不同學校規模老師對健康與體育領域教學實施現況有差異。學校規模12班以下的學校教師對健康與體育領域教學實施現況的整體結果高於學校規模13∼24班及25班以上學校教師。二、不同職務對健康與體育領域教學實施現況有差異。擔任主任職務之教師對健康與體育領域教學實施現況的整體結果高於專任教師、導師、組長及其它職務之教師。三、不同授課時數之教師對健康與體育領域教學實施現況有差異。授課時數10節以下之教師高於授課時數12∼14節、16∼18和18節以上之教師。四、不同教育背景之教師對健康與體育領域教學實施現況有差異。體育科系之教師高於非體育健康科系之教師、其它教師、健康科系之教師。五、不同性別、年齡之教師對健康與體育領域教學實施現況沒有差異。結論與建議：不同背景變項在性別與年齡對健康與體育領域教學實施現況沒有差異存在，在職務、服務年資、授課時數、教育背景、學習階段與學校規模對健康與體育領域教學實施現況有差異存在。建議教育主管機關多舉辦研習活動，加強宣導行銷，減少教師的基本節數，重視教師自我專業成長。

The primary purpose of the study was to investigate the teaching and implement of health and physical education domain of Grade 1-9 Curriculum. 380 of the national middle and primary school teachers of health and physical education domain in Yunlin County Taiwan（including 101 junior high school teachers and 279 elementary school teachers）, who had been administered with an investigation questionnaire of the present situation. The questionnaire includes six literary composition surfaces：1. Policy idea ---the content of the outline and spirit , index of ability of segmenting , specialty act on one's own; 2. Curriculum planning --- curriculum development committee, the curriculum group of the field, school-based curriculum; 3. Textbook selection ---selection procedures, teaching needing, curriculum goal; 4.Teaching implementation ---The individual differences, teaching media, learning process, index transformed; 5.Teaching assessment --- initial behavior, multiple assessment and 6. the whole in interconnected system in curriculum --- transition curriculum, professional competence. The statistical techniques to analyze the data included describe statistics, t-test, one way ANOVA, Scheffe’s posterior comparisons.

The findings of this study are as follows:

1.Teachers in different school models have differences in implement the present situation of health and physical education domain teaching. Teachers in below 12 classes of school model were higher than 13- 24 classes and 25 classes above school models.

2.Teachers in different position have significance differences in implement the present situation of health and physical education domain teaching. Teachers who were also directors were higher than professional teachers, homeroom teachers , group leader and other teachers.

3.Teachers in different teaching classes have significance differences in implement the present situation of health and physical education domain teaching. Teachers in giving below 10 classes were significance higher than giving 12- 14 classes as well as giving over 18 classes.

4.Teachers in different educational backgrounds have significance differences in implement the present situation of health and physical education domain teaching. Teachers who were majored in physical education department were significance higher than the teachers who were not majored in health and physical department.

5.Teachers in different sex and age have no significance difference in implement the present situation of health and physical education domain teaching.

The results of the study are as follows: Teachers in different position, teaching ages and, giving classes, educational background, learning access and school model have no significance difference in implement the present situation of health and physical education domain teaching. The suggestions of the study as follows: Educational administrative authorities should increase more studies of health and physical education domain; reduce teacher's giving classes, strengthen the teaching quality of the health and physical education domain, teacher’s specialty growth and promote teacher’s performance.