臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：高中體育課程目標模式之研究
作者：劉兆達
作者(外文)：Jauda Liu
校院名稱：國立體育大學
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：2008
主題關鍵詞：體育教師；學生；課程改革；physical education teacher；curriculum reform；students
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:43
本研究目的有四個，一是瞭解高中體育課程改革的因素、目標、問題、配套措施等相關內容；二是瞭解體育課程目標過程架構(PPCF)之目標取向模式，是否具有內容效度；三是瞭解高中體育教師及學生之體育課程目標取向；四是比較高中體育課程綱要目標、核心能力與體育教師、學生之課程目標取向是否相符。研究對象為臺灣地區公、私立高中體育教師及學生，體育教師發放400份問卷，學生發放1680份問卷，有效回收樣本體育教師為225份（56.25%）及學生1422份（84.64%），研究方法採用訪談法及問卷調查法，前者採用半結構問卷進行訪談，後者採用體育課程目標取向量表，資料分析方法採用描述性統計、t考驗、單因子變異數分析、模式適配度檢定及複核效度檢定等。研究結果如下所示：一、高中體育課程改革緣起於九年一貫課程革新及時代性需求，其課程目標緣起於「學校體育國家標準之教學內容與評量方法」之研究案，體育課程改革會面臨到許多的問題及挑戰，如：教師、家長、行政、教科書、師資培育等，且與九年一貫課程銜接會出現一些問題，如：課程內容以健康教育為主、教材銜接不良、學生能力不一等問題。二、體育課程目標模式中，僅有一階七因素斜交模式、二階一因素七因子模式及二階三因素斜交模式，達到適配水準，且內在結構指標亦達到適配水準，但以一階七因素斜交模式為最好的模式，進行複核效度後，亦達到適配水準，顯示出一階七因素斜交模式具有穩定性。三、體育教師之課程目標取向前五名為呼吸循環效益、神經肌肉效益、運動樂趣、團隊合作及生物力學效益等目標，其課程目標取向會受到性別、年齡、教學年資、任教區域的影響，其認為生理效益、心理健康、空間定位、物體操作、溝通、團隊互動、文化參與等課程目標，在未來會變得更加重要；學生之體育課程目標取向前五名為團隊合作、呼吸循環效益、運動樂趣、神經肌肉效益及生物力學效益，其課程目標會受到性別及就讀區域之影響，僅有生理效益之課程目標，在未來會變得更加重要；無論是現在取向或未來取向，體育教師認為下列之課程目標取向重要性皆高於學生，如：如：生理效益、心理健康、空間定位、物體操作、溝通、團隊互動、文化參與等。四、高中體育課程綱要目標能夠符合體育教師及學生所知覺之重要課程目標，如：呼吸循環效益、生物力學效益、神經肌肉效益、運動樂趣、淨化、團隊合作、競賽等目標。
The purposes of this study were to understand the factors, goals, questions, and strategies of curriculum reform for physical education in senior high school, to recognize the validity of purpose dimension of curriculum models, to understand the purpose dimension of physical education teachers and students in Taiwan, and to compare the purposes among curriculum reform standards, physical education teachers, and students. The subjects were 400 physical education teachers, and 1680 students of senior high schools. The effective rates of physical education teachers and students were 56.25% and 84.64%. The research methods were interview used the semi-structure questions, and questionnaire which was the purpose inventory for physical education curriculum. The collected data was analyzed by descriptive statistic, t-test, one-way ANOVA, model fit measures, and cross-validation. The results were in the following: (a) the curriculum reform of senior high school was from 9-year curriculum and the trend of education, and its purpose was from the research project, teaching content and assessment of national standards for physical education. In addition, there were a lot of challenges to affect the curriculum reform for physical education, such as teachers, parents, administration, text books, and teacher education. Furthermore, the connection between the curriculum reform and 9-year curriculum had some questions, such as the curriculum focused on health education, the subject connected not well, and the students’ ability unequal. (b) There were three models for physical education achieved the fit level of the measurement, such as the oblique model of 1-step and 7-factor, the model of 2-step, and 7-factor, and the oblique model of 2-setp and 3-factor. The best model was the oblique model of 1-step and 7-factor which also achieved the fit level of cross-validation. (c) The top 5 purposes of physical education teachers were the circulo-respiratory efficiency, neuro-muscular efficiency, joy of movement, teamwork, and mechanical efficiency. The purposes of physical education teachers were affected by gender, age, teaching year, and location, and those purpose were become more important in the future, such as physiological efficiency, psychic equilibrium, spatial orientation, object manipulation, communication, group interaction, and cultural involvement. In addition, the top 5 purposes of students were the teamwork, circulo-respiratory efficiency, joy of movement, neuro-muscular efficiency, and mechanical efficiency. The purposes of students were affected by gender, and location, and the purpose of physiological efficiency was become more important in the future. Furthermore, physical education teachers thought those purposes of curriculum were more important than those of the students in the present and future. (d) Those purposes for physical education curriculum in senior high school can matched most important purposes perceived by physical education teachers and students, such as circulo-respiratory, neuro-muscular efficiency, mechanical efficiency, joy of movement, catharsis, teamwork, and competition.
參考文獻
中華人民共和國教育部（2002，2月25日）。基礎教育課程改革實施綱要。資料於January 6, 2008，引自網址http:// www.moe.edu.cn/edoas/website18/ info732.htm.
中華人民共和國教育部（2008，1月6日）。國家課程標準專輯—體育與健康課程標準。引自網址http://www.e21ms.com /kcbz/gym.htm.
王文科（1991）。課程論。台北市：五南書局。
王登方（2001）。國中體育課程發展的實務概述。國立體育學院論叢，12卷1期，119-132頁。new window
余民寧（2006）。潛在變項模式—SIMPLIS的應用。台北市：高等教育文化事業有限公司。
吳海助、蔡菊芬、林章榜（2006）。高中體育科新課程推動的教師研習相關需求之研究。大專體育學刊，8卷4期，15-26頁。new window
呂碧琴（1990）。由目的過程架構(PPCF)談我國學校體育目標的系統化。國民體育季刊，19卷2期，72-80頁。
李俊杰（2005）。九年一貫健康與體育學習領域課程之問題與出路。國立體育學院論叢，15卷2期，233-246頁。new window
李俊杰（2006）。海峽兩岸高中體育課程綱要發展。學校體育，92期，89-95頁。
李虹樵（2003）。我國運動教育學發展趨勢之研究。未出版碩士論文，桃園縣，國立體育學院體育研究所。
李書文（2003）。國民中學健康與體育學習領域教師對實施九年一貫課程的認知與態度之研究。未出版碩士論文，台北市，國立臺灣師範大學教育學系。
李勝雄（2003）。健康與體育學習領域推動過程之缺失與困境。學校體育，74期，44-56頁。
周宏室（1994）。台北市學生對體育課程目標認知之調查研究。台北市：文鶴書局。
周宏室（2005）。從SSCI期刊（2000-2005）看運動教育學術研究之走向。論文發表於2005年國際運動教育學術研討會，桃園縣，國立體育學院。
周宏室、潘義祥（2003a）。運動教育學的課程理論。載自周宏室主編：運動教育學（105-144頁）。台北市：師大書苑。
周宏室、潘義祥（2003b）。運動教育學序章。載自周宏室主編：運動教育學（1-39頁）。台北市：師大書苑。
周錦宏（1995）。高中學生與體育教師對體育課程認知之研究。未出版碩士論文，桃園縣，國立體育學院體育研究所。
官易祺（2006）。高中體育課程發展之趨勢。學校體育，92期，40-43頁。
林清山（2001）。心理與教育統計學。台北市：東華書局。
林章榜、葉菊芬（2006）。高中體育科教師對新課程推動的問題與解決策略。學校體育，92期，66-73頁。
林富添（2002）。宜蘭縣公立高中學生體育目標認同傾向之研究。未出版碩士論文，台北市，國立臺灣師範大學體育學系在職進修碩士班。
林賜郎（2006）。普通高級中學課程體育學科中心之任務發展。學校體育，92期，33-39頁。
師資培育法（2005）。台北市：教育部。
翁志成（2006）。高中體育課程與九年一貫課程之銜接。學校體育，92期，74-80頁。
張孝銘、周宏室（2003a）。大專院校體育教師課程實施休閒教育目標認知之研究。大專體育學刊，5卷1期，1-10頁。new window
張孝銘、周宏室（2003b）。大學生休閒教育課程實施目標認知之研究。體育學報，35輯，245-256頁。new window
張建邦、林志鴻（1996）。未來學。台北縣：書華出版社。
張思敏（2006）。臺灣運動教育學領域博碩士論文內容分析、比較與發展趨勢之研究。臺灣運動教育學刊，1卷1期，15-49頁。new window
張淑卿（2002）。台北市國中學生和家長對學校體育課程需求之研究。未出版碩士論文，桃園縣，國立體育學院體育研究所。
教育部（2002）。學校體育發展中程計畫。台北市：作者。
教育部（2004）。普通高級中學課程暫行綱要總綱。台北市：作者。
教育部（2005）。體育課程暫行綱要。台北市：作者。
教育部（2006）。九年一貫課程。台北市：作者。
教育部（2007a）。普通高級中學體育科課程綱要。台北市：作者。
教育部（2007b，8月13日）。高級中學學校名單。引自網址http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/data/school/h1.xls.
教育部（2007c）。快活計畫。台北市：作者。
教育部（2008a，1月14日）。高中職可自行決定是否將「體適能」納入申請入學加分條件。引自網址http:// 140.122.72.62/news/viewNews?id=6a0e29518e4b1cb7023a82bace8d39e7478c0c8caf234.
教育部（2008b，2月12日）。94年度中小學生的體適能檢測資料及護照實施績效研究報告。引自網址http://www. fitness.org.tw/TW/index.html
教育部（2008c）。普通高級中學必修科目體育課程綱要。台北市：作者。
莊淇銘（2005）。未來學能教你的事。台北市：天下遠見。
許義雄（1984）。北市體育教師體育目標的認同傾向。體育學報，6輯，15-26頁。new window
許義雄（2000）。九年一貫健康與體育課程之發展與願景—從國際學校體育課程之改革談起。學校體育，55期，15頁。
許義雄（2003）。九年一貫「健康與體育」學習領域應速重訂。學校體育，74期，2-5頁。
許義雄、阮如鈞、鄭志富、盧居福、李坤培、林靜萍、施登堯（1998）。訂定國家體育標準研究。台北市：國立臺灣師範大學體育學系。
陳文長（2006）。新高中體育教科書內容分析。學校體育，92期，81-88頁。
陳司衛（2004）。台東地區綜合高中學生選修體育課程之調查。未出版碩士論文，台北市，國立臺灣師範大學體育學系在職進修碩士班。
陳司衛（2006）。台東地區綜合高中二年級學生選修體育課程考量因素之調查。體育學報，39卷3期，103-118頁。new window
陳金榮（2005）。健康與體育領域教科書選用原則。學校體育，88期，21-27頁。
曾瑞成（2003）。教科書審查機制問題探討。學校體育，74期，36-43頁。
黃芳銘（2004）。社會科學統計方法學—結構方程模式。台北市：五南書局。
黃芳銘（2005）。結構方程模式理論與應用。台北市：五南書局。
黃政傑（1995）。課程設計。台北市：東華書局。
黃順利（2000）。國小教師權威性格、自我效能、學生行為信念與體罰態度及行為之相關研究。未出版碩士論文，臺東縣，國立臺東師範學院國民教育研究所。
楊志顯（1999）。樂趣化體育教學內涵認知量表之編制研究。大專體育學刊，1卷2期，73-85頁。new window
葉憲清（1986）。大專興趣分組體育課教學行政與研究。高雄市：復文書局。
廖智倩（2000）。小學體育教師體育目標認同傾向之研究。未出版碩士論文，台北市，國立臺灣師範大學體育學系。new window
廖智倩、闕月清（2001）。小學體育教師體育目標認同傾向之研究。體育學報，30輯，9-19頁。new window
趙景木、徐繼存（2008，1月6日）。我國課程改革20年：回顧與前瞻。資料引自網址http://www.edu.cn/20020204/ 3019670.shtml.
劉世雄（2001）。學校本位課程決策之分析。研習資訊，18卷1期，18-25頁。
劉仙湧（2006）。戰後臺灣地區國民小學體育課程目標之發展(1949~)。大專體育，82期，91-96頁。new window
劉怡顏（2004）。新莊市國小學生和家長對學校體育課程需求之研究。未出版碩士論文，桃園縣，國立體育學院體育研究所。
歐宗明（2000a）。九年一貫「健康與體育」課程問題之探討。學校體育，55期，28-32頁。
歐宗明（2000b）。小學體育教師角色知覺差距之研究。未出版碩士論文，台北市，國立臺灣師範大學體育學系。
潘淑滿（2003）。質性研究：理論與應用。台北市：心理出版社。
潘義祥（2006）。高中學校本位體育課程發展之探討。學校體育，92期，45-53頁。
潘義祥、周宏室（1998）。臺灣地區運動教育學發展趨勢之研究。載於中華民國大專院校八十七年度體育學術研討會（1065-1080頁）。台北市：中華民國大專體育總會。
潘義祥、周宏室（2007）。臺灣地區高中體育教師專業素質之研究—以新頒高中體育課程綱要為取向。臺灣運動教育學刊，2卷1期，60-86頁。new window
蔡欣延（2006a）。高中體育課程理論與實務概述。學校體育，92期，54-65頁。
蔡欣延（2006b）。大專體育教師課程價值取向形成歷程之研究。未出版博士論文，桃園縣，國立體育學院體育研究所。new window
鄭秀琴、李文益、陳柏齡（2005）。大專院校學生對學校體育目標需求之研究：以萬能科技大學為例。大專體育學刊，7卷3期，43-50頁。new window
謝應裕（2006）。普通高級中學體育課程綱要之理念、精神及內涵。學校體育，92期，25-32頁。
鍾敏華（2003）。九年一貫課程與體育師資培育。學校體育，74期，13-21頁。
闕月清（2007）。臺灣運動教育學研究的回顧與展望。國民體育季刊，153期，13-21頁。
顏士程（2000）。從教師生涯發展觀點談教師分級之必要性。學校行政，41期，55-68頁。
體育學科中心（2007a，7月16日）。高中新體育課程綱要重點特色及其與舊體育課程標準之比較。引自網址http://163.22.153.253/sport/titlemenug.asp.
體育學科中心（2007b，7月16日）。高級中學體育課程標準。引自網址http://163.22.153.253/sport/titlemenug.asp.
Bain, L., & Jewett, A. E. (1987). Future research and theory-building. Journal of Teaching in Physical Education, 6(3), 346-362.
Banville, D., Desrosiers, P., & Genet-Volet, Y. (2000). Research note: Translating Questionnaires and Inventories Using a Cross-Cultural Translation Technique. Journal of Teaching in Physical Education, 19, 374-387.
Barrett, K. R. (1983). Is our content theory theoretically sound? In A. E. Jewett, M. M. Carnes, and M. Speakman, (Eds.), Proceeding of the third conference on curriculum theory in physical education (pp. 122-146).
Blaser, B. J. (1974). The construct of joy of movement as reflected through seventh graders’ enjoyment of movement tasks. Unpublished master’s thesis. University of Wisconsin, Madison.
Boomsma, A. & Hoogland, J. J. (2001). The robustness of LISREl modeling revisited. In R. Cudeck, Stephen Du Toit, & Sörbom (Eds.), Structural equation modeling: Present and future. A festschrift in honor of Karl Jöreskog (pp. 139-164). IL: SSI.
Brockmeyer, G. A. (1987). Creativity in Movement. Journal of Teaching in Physical Education, 6(3), 310-319.
Brown, C., & Cassidy, R. (1963). Theory in physical education: a guide to program change. Philadelphia: Lea & Febiger.
Carnes, M. M. (1981). Definition of intended students competencies through a movement process category system. Unpublished master’s thesis. University of Georgia, Athens.
Carnes, M. M. (1985). Movement process for physical education instruction. Unpublished doctoral dissertation. University of Georgia, Athens.
Carnes, M., & Potter, D. L. (1987). Use of the Movement Process Category System in Planning Instruction. Journal of Teaching in Physical Education, 6(3), 320-334.
Chapman, P. A. (1974). Evaluation of affective response of students to a selected list of purpose for human movement. Unpublished doctoral dissertation. University of Wisconsin, Madison.
Cho, M. H. (1992). A comparative study on recognition level for the purpose of physical education for both experiential and perceived curriculum. 論文發表於1992年國際大專運動科學研討會，台北市，國立臺灣師範大學。
Chou, H. S. (1989). Perceived movement purposes among physical educators in Taiwan. Unpublished doctoral dissertation. University of Georgia, Athens.
Crabtree, B., & Miller, W. (1999). Doing qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
Department for Education and Skills (DfES, 2007a, June 11). Do you have high quality PE and Sport in your school. Retrieved from http://www.eachernet.gov.uk/_doc/8126/ Self%20Evaluation%20Guide%20Jan2005.pdf.
Department for Education and Skills (DfES, 2007b, June 11). High quality PE and Sport for young people. Retrieved from http://www.teachernet.gov.uk/_doc/6254/HighQualityLeaflet.pdf.
Education and Community Service (2007, October 17). Health and physical education. Retrieved from http://www.decs. act.gov.au/publicat/pdf/ppe.pdf.
Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions of curriculum. Berkeley, CA: McCutchan.
Ennis, C. D. (1985). Purpose concepts in an existing physical education curriculum. Research Quarterly for Exercise and Sport, 56(4), 323-333.
Ennis, C. D. (1987). Properties of purpose concepts in an operational middle-school curriculum. Journal of Teaching in Physical Education, 6(3), 287-300.
Ennis, C. D., & Hooper, L. M. (1990). An analysis of the PPCF as a theoretical framework for an instrument to examine teacher priorities for selecting curriculum content. Research Quarterly for Exercise and Sport, 61(1), 50-58.
Ennis, C. D., Ross, J., & Chen, A. (1992). The role of value orientations in curricular decision making: a rational for teachers’ goals and expectations. Research quarterly for exercise and sport, 63(1), 38-47.
Ennis, E. D., & Chen, A. (1993). Domain specifications and content representativeness of the revised value orientation inventory, Research quarterly for exercise and sport, 64(4), 436-446.
Ford, M. E., Wentzel, K. R., Wood, D. N., Stevens, E., & Siesfeld, G. A. (1989). Processes associated with integrative social competence: Emotional and contextual influences on adolescent social responsibility. Journal of adolescent research, 4, 405-425.
Fuller, F. F. (1969). Concerns of teacher: a developmental conceptualization. America Educational Research Journal, 6(2), 207-226.
Hagg, H. (1978). Sport pedagogy: content and methodology. Baltimore: University Park Press.
Harrington, W. M. (1974). A study of feedback diversity in teaching physical education. Unpublished doctoral dissertation. University of Wisconsin, Madison.
Hastie, P. A. (2000). An ecological analysis of a sport education season. Journal of Teaching in Physical Education, 19, 355-373.
Hellison, D. R., & Templin, T. J. (1991). A reflective approach to teaching physical education. Champaign, IL: Human Kinetics.
Hoeger, W. W. K. (1988). Principles and labs for physical fitness and wellness. Englewood, CO: Morton.
Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R. H. Hoyle (Ed.), structural equation modeling: concepts issues and application (pp. 1-15). Thousand Oaks, CA: Sage.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis’ conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
James, G. M. (1985). Older adults’ perspectives on purpose for engaging in movement activities. Unpublished doctoral dissertation. University of Georgia, Athens.
Jewett, A. E. (1980). The status of physical education curriculum theory. Quest, 32, 163-173.
Jewett, A. E. (1987). Historical background. Journal of Teaching in Physical Education, 6(3), 198-213.
Jewett, A. E., & Bain, L. L. (1985). The curriculum process in physical education. Dubuque, IA: Wm. C. Brown.
Jewett, A. E., & Mullan, M. R. (1977). Curriculum design: purposes and process in physical education teaching-learning. Washington, D. C.: American Alliance for Health, Physical Education, Recreation & Dance.
Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education(2nd). Dubuque, IA: W.C. Brown Benchmark.
Jewett, A. E., Jones, L. S., Luneke, S. M., & Robinson, S. M. (1971). Educational change through a taxonomy for writing physical education objectives, Quest, 15, 32-38.
Jones, L. S. (1972). The construct of body awareness in space as reflected through children’s ability to discriminate directions, levels, and pathways in movement. Unpublished doctoral dissertation. University of Wisconsin, Madison.
Jöreskog, K. G., & Sörbom, S. (1989). LISREL 7: a guide to the program and applications. Chicago: SPSS Inc.
Kang, S. (1992). Analyzing purpose concepts among students and teachers in an existing curriculum of physical education at secondary school. 論文發表於1992年國際大專運動科學研討會，台北市，國立臺灣師範大學。
Kisabeth, K. L. (1985). Personal purposes for meanings in movement: A Q sort. In M. M. Carnes (Ed.), Proceedings of the fourth conference of curriculum theory in physical education (pp. 204-212). Athens: University of Georgia.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: the Guilford Press.
Lander, L. M., & Chapman, P. A. (1987). The likeability and utility dimensions of the purpose elements. Journal of Teaching in Physical Education, 6(3), 234-242.
LaPlante, M. J. (1973). Evaluation of a selected list of purpose for physical education using a modified Delphi technique. Unpublished doctoral dissertation. University of Wisconsin, Madison.
LaPlante, M. J., & Jewett, A. E. (1987). Content validation of the purpose dimension. Journal of Teaching in Physical Education, 6(3), 214-223.
Loehlin, J. C. (1987). Latent variable models. Hillsdale, NJ: Erlbaum.
Logsdon, B. J., Barrett, K. R., Ammons, M., Broer, M. R., Halverson, L. E., McGee, R., & Roberton, M. A. (1984). Physical education for children: A focus on the teaching process. Philadelphia: Lea & Febiger.
Macdonald, J. B. (1965). Education models for instruction. Washington, DC: National Education Association.
Madison Metropolitan School District (1986). Physical education for elementary school children. Madison, WI: author.
Mangham, P. N. (1979). Attitudes of selected secondary school students toward purpose of human movement. Unpublished master’s thesis. University of Georgia, Athens.
Ministry of Education (1999). Health and Physical Education in the New Zealand Curriculum. New Zealand: author.
Ministry of Education(2007, October 10). Health and Physical Education Curriculum Framework. Retrieved from http://www.decs.act.gov.au/publicat/pdf/hpe.pdf.
Mullan, M. R. (1973). Educational taxonomies and student teacher focus on pupil learning behavior. Unpublished doctoral dissertation. University of Wisconsin, Madison.
Mullan, M. R., Harrington, W. M. (1987). Movement Process Category System. Journal of Teaching in Physical Education, 6(3), 224-232.
National Association for Sport and Physical Education (NASPE, 1992). Outcomes of quality physical education programs. Reston, VA: American Alliance for Health, Physical Education, Recreation & Dance.
National Association of Sport and Physical Education (NASPE, 1995). Moving into the Future: National Standards for Physical Education. WCB: McGraw-Hill.
National Association of Sport and Physical Education (NASPE, 2005). Moving into the future: National Standards for Physical Education- a guide to content and assessment. Mosby: author.
National Association of Sport and Physical Education (NASPE, 2007, June 10). Moving into the Future: National Standards for Physical Education (2nd.). Retrieved from http://www. aahperd.org/naspe/publications-nationalstandards.html.
Neikirk, M. M. (1985). Characteristics of reentry women students and their purpose for participating in movement activities. Unpublished doctoral dissertation. University of Georgia, Athens.
Newell, K. M. (1990). Physical activity, knowledge types and degree programs. Quest, 42, 243-268.
Nichols, B. (1990). Moving & Learning: the elementary school physical education experience. St. Louis: Mirror Mosby.
Norton, C. J. (1982). Students purpose for engaging in fitness activities. Unpublished doctoral dissertation. University of Georgia, Athens.
Oslin, J. (2002). Sport education: Cautions, Considerations, and celebration. Journal of Teaching in Physical Education, 21, 419-426.
Parker, J. C., & Rubin, L. J. (1966). Process as content: curriculum design the application of knowledge. Chicago: Rand McNally.
Pasternak, M. (1981). Adult perspectives on purpose for moving 1980-2000. Unpublished doctoral dissertation. University of Georgia, Athens.
Potter, D. L. (1979). Evaluation of movement process categories as a system for classification of instructional objectives. Unpublished doctoral dissertation. University of Georgia, Athens.
Rady, A. M. (1981). A construct validation of spatial relationships. Unpublished doctoral dissertation. University of Georgia, Athens.
Rady, A. M., Segall, B., Tiburzi, A., Jewett, A. E., & Jones, L. S. (1987). Individual purpose component. Journal of Teaching in Physical Education, 6(3), 259-286.
Robertson, I. (1992). Children, ASSIE SPORT and organized junior sport: Executive summary. Belconnen, ACT, Australian Sports Commission.
Robinson, S. M., Ennis, C. D., Fox, E. C., Boyce, B. A., & Lehr, C. A. (1984). The personal purposes and meaning in movement inventory. Unpublished manuscript.
Segall, B. K. Z. (1984). Development and validation of a teamwork construct. Unpublished doctoral dissertation. University of Georgia, Athens.
Shifflett, B., Buliavac, A., Howd, P., O’Brien, J., & Seigert, L. (1991). Asians’ and Caucasians’ for engaging in physical activity. Journal of Sport & Social Issues, 15(2), 145-157.
Shrader, R. A. (1975). Movement process feedback and movement product feedback in the teaching-learning of an open and a closed skill. Unpublished doctoral dissertation. University of Wisconsin, Madison.
Siedentop, D. (1990). Undergraduate teacher preparation. In C. B. Corbin, & H. M. Eckert (Eds.), The evolving undergraduate major (pp. 28-34). American academy of physical education papers, 23. Champaign, IL: Human Kinetics.
Siedentop, D. (1994). Sport education: quality PE through positive sport experience. Champaign, IL: Human Kinetics.
Siedentop, D. (1996). Physical education and education reform: the case of Sport Education. In S. Silverman & C. Ennis (Ed.), Student learning in physical education: applying research to enhancing instruction (pp. 247-268). Champaign, IL: Human Kinetics.
Siedentop, D. (2002). Sport Education: A retrospective. Journal of Teaching in Physical Education, 21, 409-418.
Siedentop, D., Mand, C., & Taggart, A. (1986). Physical education: teaching and curriculum strategies for grades 5-12. Mountain View, CA: Mayfield.
Silverman, S. J. (1992). Teacher feedback and achievement in physical education: interaction with student practice. Teaching and Teacher education, 8, 333-344.
Silverman, S. J., & Ennis, A. E. (1996). An introduction. In S. J. Silverman, & C. D. Ennis (Eds). Students learning in physical education. (pp. 3-8). Champaign, IL: Human Kinetics.
Skilbeck, M. (1984). School-based curriculum development. London: Paul Chapman.
Speakman, M. A. (1985). A cross-cultural comparison of purposes for moving. Unpublished doctoral dissertation. University of Georgia, Athens.
Steinhardt, M., Jewett, A. E., & Mullan, M. R. (1988). An analysis of the purposes for engaging in physical activity scale(PEPAS) as an instrument for curriculum research. Research Quarterly for Exercise and Sport, 59(4), 339-350.
Thompson, M. M. (1980). Holistic approach to curriculum development. Paper presented at the COPEC Conference on Curriculum Decision-Making in Elementary Physical Education, Kent, OH.
Thompson, M. M., & Mann, B. A. (1977). A holistic approach to physical education curricula: objectives classification system for elementary schools. Champaign, IL: Stipes.
Tiburzi, A. (1979). Validation of the construct of physiological fitness. Unpublished doctoral dissertation. University of Georgia, Athens.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1111（臺灣：1097，外國：14） ／ 本年度總使用人次：1855660 ／ 訪客人次（自102年09月）：67661551
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上