題名: 幼兒體能與遊戲課程實施協同教學之研究 作者: 陳玉枝;程健教
貢獻者: 台東大學;亞洲大學
關鍵詞: 協同教學;幼兒體能與遊戲;Team Teaching;Young Children Physical Fitness and Game
日期: 2007-11-21
上傳時間: 2009-12-08T05:25:38Z 出版者: 亞洲大學幼兒教育學系
摘要: 本研究目的主要是探討「幼兒體能與遊戲課程」授課教師實施協同教學之過程與反 應。研究對象是某大學師範學院一名體育學系教師、一名幼兒教育學系教師及選修此 課程的幼兒教育學系學生四十九名。兩位教師透過協同教學計劃，設計出幼兒身體運 動機能發展ㄧ節課、幼兒體能測驗一節課、幼兒體能活動設計一節課、幼兒體能活動 指導六節課(球類遊戲、跳繩遊戲、墊上遊戲、跳箱平均台和氣球傘等)、幼兒體能活動 企劃與辦理一節課、幼兒體能運動會與檢討三節課等ㄧ學期的協同教學課程。研究使 用質性方法，藉由參與觀察、訪談及文件資料的蒐集，運用持續比較法以分析資料。
研究的發現如下：（一）協同教師在課程目標上，均以培養師資生未來能勝任幼兒 體能與遊戲的教學工作為導向，在教學信念上偏重學習過程取向，在實踐策略上，
強調做中學的經驗教育。（二）協同教師對協同教學持樂觀的看法，對彼此能尊重包 容、真誠合作，亦能促進不同領域的專業成長，但須克服共同討論的時間和場所問 題。（三）學生對協同教學持認同的看法，並肯定教師的專長能相輔相成，有助學習 成效。學生對協同教師的角色與分工，能配合得宜，使學生獲得更多的指導，增進學 生學習的多樣化。（四）學生對協同課程的安排，肯定教師示範教學和同儕小組試教 能引起學生學習動機和激發學生創造力，喜歡實際到幼稚園辦理幼兒體能運動會的 實作體驗課程。 The purpose of this study was to explore “the process and reflection for the curriculum of young children’s physical fitness and game” during team teaching. The participants were included teacher’s college teachers (one is physical education department, the other is early childhood department), and 49 early childhood majors. Both college teachers designed young children physical motor development for one period, young children physical fitness testing for one period, young children activity for one period, and young children activity guidance for 6 periods. (ball game, rope-jumping, mat tumbling, vaulting box and parachute) young children physical activity plan for one period, young children physical game and review for 3 periods. The research method was used by observation, interview, document collection and constant comparison method to analyze the data. The findings were following: 1. The curriculum purpose of team teachers were able to meet
the teaching job in young children’s physical fitness and game for future student teachers; teaching belief was focused on procession; learning by doing was focused on completing strategies. 2. Team teachers were optimistic for team teaching. They could help each other by forgiveness, honest cooperativeness. But they also had to overcome both time and place. 3. The students’ views of points were positive for team teaching.
They agreed with teacher’s professionals. To help learning effectiveness.
The students also know how to play good roles, beside of student’s more instruction; it would enhance the student’s learning diversities. 4.
College students were satisfied with teacher’s arrangement for team teaching curriculum design in demo teaching, peer group teaching. They were also enhanced by the students’ learning motivation, creativity, favor to participating the game in kindergarten on real practicum sites.
