| Summary: | 碩士 === 國立中正大學 === 運動與休閒教育研究所 === 94 === Abstract
The purpose of this study was to explore the concepts of developing curriculum, teaching attitude, and designing curriculum for children’s movement courses. Besides, to construct the children’s movement courses. Qualitative approach was utilized in this study. The general interview and outlines description was applied to collect the information of seven cases who had been teaching experiences for three years in children’s movement courses. The findings of this study were found as follows:
1. The aspect of the concept of developing curriculum and teaching attitude: most of professional teaching experience and attitude were highly affected and usually motivated by senior teacher who came from graduated senior classmate. Children’s movement educator was updated the professional knowledge by reading journals and books, attending academic conferences and activities in order to enrich their teaching experiences. As for teaching attitudes, children’s movement educator needs to be patient, merciful and still consistently keeps renew the information of children’s movement courses.
2. Educators should have the fundamental theory of teaching preparation and execution. Five factors need to be concerned when setting up the goal of curriculum, which including “learning benefits”, “curriculum subjects”, “teaching safety”, “teaching with kindergarten’s activity”, “concerning children’s interest and preference”. The primary goals of curriculum were 1)to increase children’s physical activities and motor developmental skills; 2)to establish children’s learning preference; 3)to help children’s self-consciousness and sociability; 4)to enhance children’s manners.
3. For teaching preparation, educators had to provide a plenty of activities by using different teaching skills. As to the teaching style, the process would be using story or situation to lead involving the course by warm-up, formal course, changing movement course, increasing children’s physical activity and develop their motor skills.
Teachers could depend on the work demanding and teaching experience to adjust children’s movement course which main concepts included that specific goal setting, teaching preparation, teaching effectuation and course assessment. The model of children’s movement course was built course design procedure, teaching preparation work, enhancing teaching ability, teaching skill and evaluation.
Keywords: children’s movement course, curriculum design, teaching skills.
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