An Elementary School Teacher’s Value Orientation and Decision-making of Physical Education Curriculum - A Case Study

• Main Authors: Chien-Hui Lee, 李建輝
• Other Authors: Yuh-Chih Chen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/z5m27f

碩士 === 國立臺東大學 === 體育教學碩士在職專班 === 95 === Adopting the interpretive research design, this study investigated an elementary school PE(Physical Education) teacher’s cubiculum value orientation and curriculum decision-making. The participant of the study was an elementary school PE teacher. The researcher attended the case teacher’s PE classes for one semester, collecting data through participant observation, interviews, artifact collection, and class journal keeping. For the advance of the credibility and validity of the study, Q-sort technique was adopted for crossing-checking of the case teacher’s curriculum value orientation. The purpose of this study was to explore the content of the teacher’s value orientation and its effects on his curriculum decision-making. This study explored the teacher’s value orientations under different teaching contexts and teaching contents. Moreover, possible influencing factors of the teacher’s value orientation were to be realized. The results of this study were listed as the following, 1. The case teacher’s value orientation of PE curriculum was primarily Social Responsibility (SR), and secondly Disciplinary Mastery (DM). 2. The teacher’s curriculum value orientation included six dimensions: (1) training students to follow social rules, group regulations and sports game rules; (2) encouraging students to take opportunities, making them be active in participating in various physical activities; (3) emphasizing on the practices of basic motion skills and the understanding of sports game rules; (4) instructing students to put the skills they’ve learned into practice in sport contests or games; (5) valuing team work and helping students enjoy themselves in the sport contests or games; and (6) working hard to create a safe and fair learning environment. 3. The case teacher had different kinds of curriculum value orientation under different teaching contexts. However, he had similar curriculum value orientation when having different teaching contents. 4. The content of the case teacher’s curriculum decision-making could be described in different aspects: (1) In the aspect of curriculum decision making, the teacher made the most of the social behavior, and interpersonal relationship. (2) In the aspect of teaching content, it covered mostly ball games, secondly field and track activities and the least was dancing. (3) In the aspect of teaching key points, they included developing sound mentality, cultivating the students to be responsible, cooperative, obedient to rules, confident and also understanding of the sport safety. (4) In the aspect of teaching strategies, he emphasized individual teaching and group teaching. (5) In the aspect of evaluation, he focused on the students’ sports skills, the sports live , the good athlete’s spirits and good attitudes. (6) The external influential factors for curriculum decision making included: curriculum contents planning, teacher’s specialty and interests, the school schedule, students’ interests and the developmental characteristics as well as facilities of the school. 5. The possible elements to shape the PE teacher’s curriculum value orientation were the teacher’s learning experiences during elementary school years, professional knowledge of teacher training courses, personal philosophy of physical education, personal physical education experiences, and the teacher’s specialty or interests as well as his experiences in participating sports activities.