教學反省是身為一位優質教師所需具備的能力，透過反省，教師 可以檢視自己的教學，發現理想與實際教學之中的差距，並找出自己 的問題所在，進而解決教學中的問題。因此，教學反省與專業成長的 關係乃相輔相成，更是教師非常重要的一項能力與態度。本研究希望 藉由此題目，了解體育教師教學反省的研究現況，以提供未來相關研 究的方向和依據。資料蒐集方法針對實證性研究文獻進行比較與分 析。結果發現如下：1.研究主題：從「體育教師學教學反省的歷程、 內容、層次與影響因素的探討」至「比較不同經驗教師之間教學反省 的差異」與「教學反省與教學效能、專業成長之間的關係」；2.研究對 象：以師範院校學生、師資班學生、國中小的實習、初任及專家教師 為主；3.研究方法：量化方法採問卷為主，質性方法以參與觀察、訪 談、文件分析為主，質量兼具的方法以問卷為先，再針對研究目的選 取個案做質性研究；4.研究結果：在反省歷程上，實習教師傾向在「行 動後反省」居多，一般正式教師之研究結果較為分歧；在反省內容上， 則是以教師本身與班級經營居多；就反省層次方面，以描述層次與技 術理性反省為主，批判反省層次較少，其次，教學反省的過程及影響 的因素，會促成體育教師教學的轉變。最後，本文依據結果之討論， 提出未來研究之展望。

Teaching reflection is an ability which high-quality teachers need to have, through reflection, teachers can view their own teaching, discover the gap between the ideal and the real teaching, identify their own problem, and then solve the problem in the teaching. Therefore, the relationship between teaching reflection and professional growth are complementary, it is very important for teachers to have this ability and attitude. The aim of study was to understand research status quo on teaching reflection of physical education teachers, and to provide related researches some directions and bases in the future. Data collection focused on empirical research literature, and then made comparison and analysis. The results were as follows: 1. Research themes: From “exploring process, content, levels, and influenced factors on teaching reflection of physical education teachers” to “comparing differences of teaching reflection among different experiential teachers” and “the relationship between teaching reflection, teaching efficacy and professional growth; 2. Subjects: Normal college students, teacher students, elementary and junior internship, novice and expert teachers mainly;3.Research methods: quantitative methods used questionnaire-based and qualitative methods used participant observation, interviews, document analysis-based. The study mixed both qualitative and quantitative method, questionnaire used first, and then used qualitative method on study cases based research purposes latter; 4. The study found that: during the process of reflecting, the student teachers tended to “reflect after action" most, and divergent findings of the general official teachers; the content of reflection was mainly on the teachers themselves and classroom management; the levels of reflection was at describing level and technical rational reflection, and critical reflection level less, followed by the process of teaching reflection and the impact of factors contributed to the change in the teaching of physical education teachers. Finally, based on the results of the discussion, the study offered the outlook for future research.