The Value Orientation and Curriculum-Decision of Physical Education Curriculum for Elementary School Teachers In Chung-hwau County

• Main Authors: ChengLing Wang, 王春堎
• Other Authors: Chou Hung Shih
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/64471548451315007543

碩士 === 國立體育學院 === 體育研究所 === 87 === ABSTRACT The purposes of the study were to: (1)investigate the difference of value orientation of physical education curriculum (VOPEC) for elementary school teachers .(2) disscuss the difference of VOPEC including Disciplinary Mastery (DM), Learning Process (LP),Self-Actualization(SA), Social Reconstruction(SR), and Ecological Integration (EI) value orientation ,from different backgrounds including gender, the years of teaching experience (TE), educational backgrounds(EB), the position (P) in school and the size (S) of schools. Value Orientation Inventory(VOI)(Ennis & Chen, 1993) and interviews were used as the test instrument. A total of 500 subjects were selected by stratified clusters from all of Chung-hwua County elementary school teachers in 1999. The validated questionnaires used to analyze were 471. Independent t-test was used to test the difference of VOPEC between gender. One-way ANOVA was used to test the difference of VOPEC among TE, EB, P and S. TE was included below 10 years (Y1), 11-20 years (Y2), 21-30 years (Y3) and over 30 years (Y4). EB was included Physical Education (PE) major in Teachers College (G1), non PE major in Teachers College (G2), PE major in normal university(college) (G3), non PE major in normal university(college) (G4). P was included home room teacher(HT), expert athletics teacher (ET), and supervisor or leader(ST).S was included the classes in the school below 12 (S1) classes, 13-24 (S2) classes, and over 25 classes(S3). The findings were as follows: 1. The percentage of teachers who have only one VOPEC was 19.53. And the percentage of teachers who have two VOPEC was 0.8. 2. The sequence of VOPEC was SR, EI, LP, DM and SA, respectively. 3. For male teachers, the sequence of VOPEC was SR, LP, EI, DM and SA, respectively; for female teachers, the sequence of VOPEC was SR, EI, SA, DM and LP, respectively. 4. No significant difference was found in DM, LP, SA, SR and EI between gender. 5. Some significant differences of DM, LP, SA and SR were found among TE. After Scheffe-post test, we found: A significant difference in DM, LP and SA was found between Y1 and Y2. A significant difference in SR was found between Y1 and Y3. A significant difference in DM was found between Y2 and Y4. 6. Some significant differences of LP, SA, SR and EI were found among EB. After Scheffe-post test, we found: A significant difference in LP was found between G1 and G4. A significant difference in EI was found between G1 and G2, and the same result was also found betweenG1 and G4 ,G2 and G3 ,and G3andG4.Howerer, no significant difference was found in SR. 7. A significant difference of EI was found among P. After Scheffe-post test, we found a significant difference in EI was found between HT and ET, and the same result was also found between ET and ST. 8. Some significant differences of LP and EI were found among S. After Scheffe-post test, we found a significant difference in LP and EI was found between S1 and S3. 9. In the aspect of curriculum-decision, the teachers who has a orientation of SR on their curriculum objects would tend to take notion of the developments of social behaviors and relationships with others; to choose the ball games as the major teaching materials; to focus on health minds, cooperation, the spirits of law obeying , the joy of sports and the safety of exercise as their teachings; to take the team-teaching as their methods ; to notice the sports-skills on their evaluation. Otherwise, the interests and majors of teachers, and the surroundings of schools also affected the curriculum-decision.