Publication:

海峽兩岸中等體育師資培育制度與教學實施之比較研究─以臺灣體育學院與上海體育學院為例

本研究旨在透過海峽兩岸中等體育師資培育與教學實施之現況探討，比較兩岸有關情況之異同、特色與問題，進而歸納結論並提出具體建議，以作為臺灣地區中等體育師資培育與教學實施之參考。為達上述研究目的，本研究蒐集相關研究報告、碩博士論文、期刊書籍、網頁資料以及相關官方文件檔案、政府頒佈之法令規章、相關會議報告書等，進行文件分析，希望瞭解：（一）臺灣體育學院以及上海體育學院中等體育師資之職前教育、實習與檢定方式、在職進修現況；（二）臺灣地區與上海市體育教學實施的起始年級、時數安排、教材編選方式、課程目標、學生能力指標、學習評量方法、教學方式、教學資源。最後採用比較教育研究方法，比較兩岸有關情況之異同、特色與問題，據以提出結論與建議。

本研究有以下之發現與結論：

壹、臺灣體育學院中學體育師資培育部分－

一、中等體育師資之職前培育由「短程」管道完成。

二、中等體育師資培育需參加教育實習半年。

三、中等教師資格檢定考試實習，為教師素質把關。

貳、上海體育學院中學體育師資培育部分－

一、上海體育學院中等體育師資由大學本科培養。

二、教育實習包含在大學四年中分段完成。

三、上海市中等體育資格檢定以「學歷登記」方式為主。

參、臺灣地區中學體育教學實施情況部分－

一、臺灣地區中等體育教學自國中一年級開始實施課程，每週兩節。

二、臺灣地區中等體育教材以選購為主，版本多元。

三、以生長發展、人與食物、運動技能、運動參與、安全生活、健康心理、群體健康應用規劃學生體育能力指標。

四、評量方法多元，實施學生體適能檢測以利加強教學。

肆、上海市中學體育教學實施情況部分－

一、上海市中等體育自初中一年級（六年級）實施體育課程，每週一至三節。

二、上海市規定全校統一體育教材版本、課程內容各年級間連貫。

三、以基本要求、較高要求兩種層級，彈性規劃學生體育能力指標。

四、上海市教學方式以講解式教學、學習評量以傳統體能測驗為主。

基於上述結論，提出以下幾項建議：

壹、對臺灣地區的建議－

一、依據科別實施教育實習與教師資格檢定一貫化，集中體育專業化養成。

二、以課內課後結合方式，提高身體活動效率。

三、彈性規劃國高中職體育課程節數、適應不同學習需求。

四、重新規劃教科書編選制度，解決教材版本不連貫缺失。

貳、對上海市之建議－

一、教學實習時數，並且以集中連貫之形式進行。

二、教學實習內容應增加對校務行政的瞭解。

三、教學與評量方式可做多元變化、以豐富學生學習經驗。

The purposes of this research are to investigate the practical conditions of potential Physical teachers’ education and the instruction in junior high-school and high-school education on the both sides of Taiwan Strait, and to compare the difference, characteristics and problems. In this way, the researcher drew relative conclusions and proposed suggestions.

The conclusions to this research were

1.About junior high-school and high-school potential Physical teachers education in Taiwan area —

(1) the initial training of potential teachers was completed in short-term ways;

(2) six-mounths long externship was required;

(3) the qualification examination on junior high-school and high-school teachers applied;

2.About junior high-school and high-school potential Physical teachers education in the Shan-hai city —

(1) the high-school and junior high-school and high-school potential Physical teachers were both cultivated in university education;

(2) the externship was completed within the four-year-university education;

(3) “diploma register” was the main method of the teachers’ qualification;

3.About Physical instruction in Taiwan area—

(1) the Physical course began from first grade in junior high-school and high-school, two classes every week;

(2) each school’s Physical textbooks were chosen and bought from different publishers;

(3) students’ Physical ability index was arranged with 5 parts.

(4) the testing methods applied to students were varied, and the elementary students’ Physical ability examination was going to applied for remedial teaching.

4.About Physical instruction in Shan-hai city—

(1) the Physical course began from first grade in junior high-school and high-school; one to three classes every week;

(2) basic level and higher level were set to flexib[y arrange students’ Physical ability index;

(3) traditional testing method was mainly applied.

Suggestions according to conclusions above were proposed as below:

1.Suggestions to Taiwan area —

(1) externship and qualification examination should be carried out according to each one’s subject, therefore subspecialty could be more emphasized;

(2) the Physical teaching frequency could be elevated by means of in- and -out class design;

(3) each grade’s Physical course should be arranged with different class ,to meet different learning need;

(4) the system of editing textbook should e re-established to solve the problem of disjunction of material among different versions;

2.Suggestions to Shan-hai city－

(1) increase the length of externship and which should be carried out in a convergent form;

(2) the cognition of school administration should be added onto the practicum;

(3) the instruction and testing method should vary to enrich students’ learning experience.