Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education

碩士 === 國立臺灣師範大學 === 體育學系 === 101 === With development and promotion by the American scholars Hellison, personal and social responsibility model (teaching personal and social responsibility, TPSR) has become the new focus of the physical education curriculum and teaching and research fields in recent...

Full description

Bibliographic Details
Main Authors: Yan, Wan-Ping, 顏宛平
Other Authors: Chang, Ching-Wei
Format: Others
Language:zh-TW
Published: 2013
Online Access:http://ndltd.ncl.edu.tw/handle/f62hr3
id ndltd-TW-101NTNU5567012
record_format oai_dc
spelling ndltd-TW-101NTNU55670122019-05-15T20:52:44Z http://ndltd.ncl.edu.tw/handle/f62hr3 Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education 國中體育課實施個人與社會責任模式之學生經驗 Yan, Wan-Ping 顏宛平 碩士 國立臺灣師範大學 體育學系 101 With development and promotion by the American scholars Hellison, personal and social responsibility model (teaching personal and social responsibility, TPSR) has become the new focus of the physical education curriculum and teaching and research fields in recent years. This study aimed to explore students’ experiences during the implementation of TPSR unit teaching in junior high school physical education from the students’ subjective interpretation, reflecting the situation of curriculum implementation, to further explore the feasibility of curriculum implementation. Participants were a class of students in eighth grade in New Taipei City, totally 22 periods, each period was 45 minutes (990 minutes). Data collected with student worksheet and interview, and recorded every class, and then using qualitative method to analyze the data. The results showed that student experiences including responsibility behavior, cognition of responsibility, motor skill learning, sport cognition, class operation, group operation, teacher-student interaction, class arrangement, curriculum attitude. Finally, it was concluded that the responsible behavior of students and not in accordance with the responsibilities layer and progressive development, but vulnerable to the impact of the situation, teachers can design multiple scenarios for students to try in a variety of situations can show positive responsible behavior; between teachers in the teaching and learning of students learning prone than divide, teachers will be required to slow down the pace, waiting for the students to keep up with the learning; lack of time was a challenge should be overcome when implementing TPSR in school physical education. Chang, Ching-Wei 掌慶維 2013 學位論文 ; thesis 138 zh-TW
collection NDLTD
language zh-TW
format Others
sources NDLTD
description 碩士 === 國立臺灣師範大學 === 體育學系 === 101 === With development and promotion by the American scholars Hellison, personal and social responsibility model (teaching personal and social responsibility, TPSR) has become the new focus of the physical education curriculum and teaching and research fields in recent years. This study aimed to explore students’ experiences during the implementation of TPSR unit teaching in junior high school physical education from the students’ subjective interpretation, reflecting the situation of curriculum implementation, to further explore the feasibility of curriculum implementation. Participants were a class of students in eighth grade in New Taipei City, totally 22 periods, each period was 45 minutes (990 minutes). Data collected with student worksheet and interview, and recorded every class, and then using qualitative method to analyze the data. The results showed that student experiences including responsibility behavior, cognition of responsibility, motor skill learning, sport cognition, class operation, group operation, teacher-student interaction, class arrangement, curriculum attitude. Finally, it was concluded that the responsible behavior of students and not in accordance with the responsibilities layer and progressive development, but vulnerable to the impact of the situation, teachers can design multiple scenarios for students to try in a variety of situations can show positive responsible behavior; between teachers in the teaching and learning of students learning prone than divide, teachers will be required to slow down the pace, waiting for the students to keep up with the learning; lack of time was a challenge should be overcome when implementing TPSR in school physical education.
author2 Chang, Ching-Wei
author_facet Chang, Ching-Wei
Yan, Wan-Ping
顏宛平
author Yan, Wan-Ping
顏宛平
spellingShingle Yan, Wan-Ping
顏宛平
Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
author_sort Yan, Wan-Ping
title Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
title_short Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
title_full Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
title_fullStr Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
title_full_unstemmed Students’ Experience throughout Implementing Teaching Personal and Social Responsibility Model in Junior High School Physical Education
title_sort students’ experience throughout implementing teaching personal and social responsibility model in junior high school physical education
publishDate 2013
url http://ndltd.ncl.edu.tw/handle/f62hr3
work_keys_str_mv AT yanwanping studentsexperiencethroughoutimplementingteachingpersonalandsocialresponsibilitymodelinjuniorhighschoolphysicaleducation
AT yánwǎnpíng studentsexperiencethroughoutimplementingteachingpersonalandsocialresponsibilitymodelinjuniorhighschoolphysicaleducation
AT yanwanping guózhōngtǐyùkèshíshīgèrényǔshèhuìzérènmóshìzhīxuéshēngjīngyàn
AT yánwǎnpíng guózhōngtǐyùkèshíshīgèrényǔshèhuìzérènmóshìzhīxuéshēngjīngyàn
_version_ 1719106462715740160