AN INQUIRY ON EXPERIENCE CURRICULUM OF PHYSICAL EDUCATION IN TEACHERS’ COLLEGE

• Main Authors: Huang Yueh-charn, 黃月嬋
• Other Authors: Hsu I-hsiung
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/88537178526676512168

博士 === 國立臺灣師範大學 === 體育研究所 === 87 === The purpose of this study was to inquire the experience curriculum of physical education in teachers’ college. Ten students major in Elementary Education Department in Teacher’ College focus on physical education program were the subjects. The researcher used in-depth interviewing, participant observation, questionnaire and document analysis to collect data. The results were as follows: 1. The curriculum in physical education on teachers’ college including general, professional, and 38 units of specialized P.E. curriculum. The general P.E. curriculum were two classes each week for all students. Only junior were elected.General P.E. curriculum focused on five dimensions of sports, same with the elementary schools. Testing items were including long run and swimming. Specialized P.E. curriculum involved more deeply on those five skills and also theoretical studies. Academic subjects were not useful or systematic, and not attractive for students. Skillful subjects were effective, but poor equipment. Students’ attitude was the most important factor on evaluation, especially present or not. 2. The main goal of students in Teachers’ College was to be a good and qualified teacher in the future. Secondly, they hoped to mastery skills. They experienced some concepts of P.E. and basic movement skills & games of sports, and wanted more. P.E. teachers in Teachers’ College used traditional method to teach, and free-practice and real game to motivate students. Students hoped more demonstration and feedback from teachers, also positive interaction & communication with teachers. Evaluation was fair, depends on teachers. Students felt no pressure about them, usually easy to handle. They felt not objective enough, but accepted them all. 3. The influencing factors of practical curriculum were teachers, peers, learners, and environments. Such as the quality, teaching methods, and attitude of teachers, the point of view and learning attitude of peers, sex differences, ability, character of the learner, and environment factors such as equipment, climates, and safety issue. 4. In general, students’ feeling was complicated through P.E. curriculum process. Both positive and negative, most of them had happy ending. On the process of the curriculum, some changes happened. The goals did not change too much. Curriculum structures did, students hoped they could be modified. They followed teachers’ directions under the power. They believed life, not theory.