| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學（澎湖）碩士班 === 95 === The study was preceded with a method of active research. Main aim of this study was to investigate the implementation of swimming teaching strategy, which included the effectiveness of improving the level of the primary school swimmers, teachers’ role in the implementation of swimming teaching strategy, students’ attitude toward the process of implementing the swimming teaching strategy. Furthermore, it will discuss the limitations and their responses of the implementation of swimming teaching strategy in practise.
In order to achieve the aim of this study, the author had designed teaching structural framework and teaching activity according to the result the secondary research data evaluation. Prior to the teaching, an investigation was conducted targeting the second grade of the school via the ‘beginner swimmers’ test’ to establish a starting point. Various tests include ‘water adaptability test’, ‘swimming ability test’, ‘crawl-stroke ability test’ and ‘breast-stroke’ were conducted after the practical classes in order to compare and analyse their effectiveness. At the same time the, continuous analysis, cross examination and comparisons of various transformations amongst students before and after the implementation of the swimming teaching strategy were conducted. These were done with the combination of teaching journal, student books, observation reports, interview records, evaluation records, discussions and conversations of the assisting experts and various data.
The study results are concluded as the following:
1 Effectiveness of the Swimming Teaching Strategy in the improvement of primary school pupils’ swimming ability:
1.1 Vast improvement in pupils’ water adaptability;
1.2 Improvement in pupils’ swimming ability;
1.3 Better understanding of the crawl stroke and breast stroke amongst the pupils;
1.4 Improvement of pupils’ physical strength;
1.5 Improved learning via ‘oral teaching’; and
1.6 Improve pupils’ confidence, motivate their learning interest and improve learning effectiveness via the teaching of applied strategy.
2 During the implementation of the swimming teaching strategy, on the aspect of development, teachers assume the role of researcher, motivator and observer. On the aspect of correction, teachers assume the role of designer, demonstrator and trainer. On the remediation aspect, teachers assume the role of referee and the evaluator of one’s action.
3 Pupils have positive attitude toward the teachers and the content of teaching during the process of swimming teaching strategy implementation, as well as a strict self demand. An increasing familiarity with swimming accompanying by a gradual establishment of leisure habit.
4 Limitations and responses of the implementation of swimming teaching strategy in the actual teaching scenario:
4.1 Insufficient lesson time. Solved by extracurricular lessons and develop pupils’ ability in independent learning;
4.2 Insufficient professional expertise amongst the teaching staff. Solved by further learning and the establishment of co-teaching method;
4.3 The traditional evaluation method is unable to motivate the students. Solved by the use of selective evaluation, self evaluation and assessment sheet, to allow the students to self monitor revise.
4.4 Insufficient swimming facilities. This was solved by the development of multimedia teaching, accreditation and award measures.
Finally, according to the conclusions mentioned above, recommendations made in the aspects of lesson design, teaching time arrangement, application of teaching methods and the application of financial recourses are provided as the references for those interested.’
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