Publication:

國民小學非體育專長教師體育專業能力之探究

在國民小學中，由非體育專長教師任教體育課的情況相當普遍，但這些教師卻未受過體育專業訓練，也因而影響了教學的效能。本研究的目的旨在探討：一、國民小學體育教師所應具備的專業能力內涵；二、非體育專長教師之體育能力養成情形與體育教學現場狀況；三、國民小學非體育專長教師實施體育教學所面臨的困境；四、因應國民小學體育教師專業缺乏的策略。

本研究以文獻蒐集和訪談法為主要研究工具，並以五位非體育專長教師為研究對象，彙集其在體育教學上的看法與建議。經資料整理與分析，歸納結論如下：

一、體育教師的專業能力包含「認知」、「技能」、「情意」三層面，涵蓋瞭解運動競賽規則、體育教學策略等認知層面，具備動作示範能力和體育課程規劃能力等技能層面，以及擁有健康的身心、服務的熱忱等情意層面。

二、體育學分和運動參與是獲得體育知能的途徑。多數非體育專長教師對於上體育課感到緊張不安，在課前會進行備課並依課本內容授課。上課多按暖身、示範、練習、指導、集合的順序進行，並以觀察和技能測驗來進行評量。

三、非體育專長教師在從事體育教學時，最感困擾的部分在於動作示範上的困難、體育教學策略的不足和對運動規則的不清楚，但教師仍會試著以查詢資料或詢問有經驗的人士等等方式來克服教學困境。

四、要改善非體育專長教師專業缺乏的問題，必需在職前教育中加強體育專業能力的培養，並且建立完善的體育教師任用制度和促使體育教學正常化；教師也可藉由主動搜尋資料或利用各種增能管道來充實體育專業能力。

In elementary schools, it is usual that non-professional physical education teachers are assigned to be phycial education teachers. Because these teachers were not given professinoal physical education training, their teaching effectiveness are doubted. The purposes of this study is as followed: 1.the professional competences that physical education teachers must have; 2.non-professional physical education teachers’s physical education abilities and their teaching circumstances; 3.the teaching difficulties of non-professional physical education teachers; 4.the solutions to the lack of professional competence of non-professional physical education teachers.

The study uses bibliographies and interview as main research tools, collecting viewpoints and suggestions of five non-professional physical education teachers. After data analysis, the conclusions of this study are as below:

1.A physical education teacher’s professional competence consists of cognitive, psychomotor and affective domains. The cognitive domain includes knowledges of sports rules, teaching strategies of physical education and so on. The psychomotor domain is inclusive of abilities to demonstrate motor skills, make plans of physical education curriculum, etc. The affective domain comprises having healthy body and mind, enthusiasm for teaching and so forth.

2.Physical education credits and sports participation are the ways to gain knowledges and ablilities of physical education. Most non-professional physical education teachers feel nervous when teaching PE. They prepare for their classes in advance and contents of physical education classes are based on textbooks. The procedure of physical education classes are mostly undertaken in the process of warm-up, demonstration, practice, instruction and assembling. As for the method of assessment, teachers score by observing students’ behavior and examing their skill performances.

3.The most difficult parts for non-professional physical education teachers are their incapabilities of presenting motor skills, and they know little about physical education teaching strategies and sports rules. Despite they have problems teaching PE, they tries to overcome hardships by searching for information or asking experienced teachers.

4.Non-professional physical education teachers lacks professional competence to teach physical education. To solve this problem, it is vital to increase physical education credits to cultivate physical education professional competence as well as establishing better ways to appoint PE teachers. Normalizing PE teaching is also important. Besides, teachers can broaden their physical education professional competence by seeking for information or making use of resources that the governmet, schools or other institutions offer.