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題名:大專體育教師課程價值取向形成歷程之研究
作者:蔡欣延
作者(外文):Hsin-Yen Tsai
校院名稱:國立體育學院
系所名稱:體育研究所
指導教授:周宏室
學位類別:博士
出版日期:2006
主題關鍵詞:大專體育教師類普遍律則紮根理論批判思考取徑課程價值取向intercollegiate physical educatorsquasi-universality rulegrounded theorycritical thinking approachcurricular value orientations
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從國內外有關體育教師課程價值取向的相關研究文獻分析中,發現多數的研究都著重在檢驗體育教師所持的課程價值取向,而忽略了課程價值取向的形成歷程。因此,本研究乃以大專體育教師為對象,研究目的試圖建構大專體育教師課程價值取向形成歷程之類普遍律則。採用批判思考的研究取徑,以參與觀察、文件分析和深度訪談的方法,針對醒吾技術學院服務年資皆超過廿年的三位體育教師進行研究;且為了滿足理論飽和的原理,採立意取樣的方式,另行選取八位不同服務年資的大專體育教師進行深度訪談;並使用修正的「大專體育教師課程價值取向量表」,以立意取樣的方式,針對臺灣七十六所大專院校的體育教師(共321人)進行調查。採用紮根理論的原理,以持續比較法來統整所有的研究資料。研究結果顯示:(一)可以「影響因素」、「發展過程」和「選擇結果」三個面向,來解釋大專體育教師課程價值取向的形成歷程;(二)影響因素方面,主要包括:教師、學生、社會、教材、環境和制度等六大層面,而其中影響最大的以「教師」層面的因素居多,「學生」層面的因素次之;且有「主要」與「次要」因素,及「個人」與「情境」因素之別;(三)發展過程依服務年資,分為「工作保障維護期」、「價值穩定期」、「篤行實踐期」、「核心價值形成期」和「價值固定期」等五個時期;(四)不同服務年資的大專體育教師,所選擇的課程價值取向,多數集中在「學生」層面的問題上,並且有核心和邊際價值之別;教師都採取多元而非單一的課程價值取向,且因其個人的因素及所面對的教學情境,而有差異的現象。本研究即以此建構大專體育教師課程價值取向形成歷程的類普遍律則,以彌補體育教師課程價值取向理論之不足。
By analyzing the related literatures about physical education teachers’ curricular value orientations it was found that most studies focused on examining curricular orientations held by physical education teachers, but very few focused on the formation process of curricular value orientations. In exploring the formation process of value orientation in physical education settings, this study used intercollegiate physical educators as participants and intended to construct a quasi-universality rule about the formation process of curricular value orientations. This study adopted critical thinking, combined with participant observation, document analysis and in-depth interview, to study the quasi-universality rule of formation process of curricular value orientation in physical education setting. Participation observation focused on three teachers who worked at Hsing Wu College and serviced over twenty years. And in-depth interview focused on eight intercollegiate physical educators who serviced at different schools to meet the principle of theoretical saturation. Further, this study sampled 321 intercollegiate physical educators from 76 schools and administered with Value Orientations Inventory (VOI). By adopting grounded theory and constant comparison method to synthesize all qualitative and quantitative data this study found the following results: (a) It was conceptualized that the formation process of value orientation included three dimensions termed source of influences on value orientation, formation process stage of value orientation and outcome and choice of value orientation; (b)The source of influences on participants’ value orientation included teacher, student, society, subject matter, environment and system. The most frequently cited factor was “teacher”, then, “student” in influencing participants’ value orientation; (c) Moreover, based on participants’ formation process stage of value orientation can be categorized as “job guarantee period”, “value stabilization period”, “implementation period”, “core value formation period” and “fixed value period”; (d) Based on teachers’ service years, participants identified curricular value orientations mostly focused on “students’ aspect” by which can be differentiated by primary and secondary values. Moreover, most teachers held multiple curricular value orientations, and will chose different values to meet “personal” and “situational” demands. In concluded, this study completed an initial effort on constructing quasi-universality rule about the formation process of curricular value orientations and strengthening today’s curricular value orientations theory.
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