The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education
碩士 === 國立臺東大學 === 體育學系碩士班 === 94 === The purpose of this study was to investigate the value orientation of physical education curriculum from three teachers, who were novitiate in teaching somatic movement education after their learning the concept of Somatics. This study mainly adopted the qualitat...
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ndltd-TW-094NTTTC5670022019-09-19T03:29:47Z http://ndltd.ncl.edu.tw/handle/7q2edm The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education 初授身心動作教育課程教師之體育課程價值取向研究 Li-Shang Wang 王麗珊 碩士 國立臺東大學 體育學系碩士班 94 The purpose of this study was to investigate the value orientation of physical education curriculum from three teachers, who were novitiate in teaching somatic movement education after their learning the concept of Somatics. This study mainly adopted the qualitative research methods, such as video observation of teaching, personal interviews and document analysis, to collect the relative research data. The results were as follows: 1. Three teachers’ value in six dimensions of the physical education curriculum, mainly includes: (1) to emphasize the importance of body-mind connection. (2) to enhance the self-awareness of body. (3) to learn how to use body and re-educate the body function. (4) to be a guider instead of instructor. (5) to encourage students’ self-development and self-identity. (6) to evaluate the learning process by multiple assessments. 2. After studying the concept of Somatics, three teachers had changed in their physical education ideology and teaching. Those changes were: (1) bringing the body-mind ideology into their teaching. (2) focusing more on natural body activities instead of sport skill. (3) respecting individuals’ bodies and their differences. (4) encouraging students to use their bodies wisely. (5) insisting on students’ self-identity and no comparison with others. From the process of investigating the value orientation of physical education curriculum from these three teachers, it was obvious to present that somatic movement education could provide teachers with another choice in teaching physical education, especially in the concept of learning how to learn and respecting the individual body. It truly can offer teachers with different perspectives in designing physical education curriculum for the future. Dah-Feng Lin 林大豐 2006 學位論文 ; thesis 157 zh-TW |
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碩士 === 國立臺東大學 === 體育學系碩士班 === 94 === The purpose of this study was to investigate the value orientation of physical education curriculum from three teachers, who were novitiate in teaching somatic movement education after their learning the concept of Somatics. This study mainly adopted the qualitative research methods, such as video observation of teaching, personal interviews and document analysis, to collect the relative research data. The results were as follows:
1. Three teachers’ value in six dimensions of the physical education curriculum, mainly includes:
(1) to emphasize the importance of body-mind connection.
(2) to enhance the self-awareness of body.
(3) to learn how to use body and re-educate the body function.
(4) to be a guider instead of instructor.
(5) to encourage students’ self-development and self-identity.
(6) to evaluate the learning process by multiple assessments.
2. After studying the concept of Somatics, three teachers had changed in their physical education ideology and teaching. Those changes were:
(1) bringing the body-mind ideology into their teaching.
(2) focusing more on natural body activities instead of sport skill.
(3) respecting individuals’ bodies and their differences.
(4) encouraging students to use their bodies wisely.
(5) insisting on students’ self-identity and no comparison with others.
From the process of investigating the value orientation of physical education curriculum from these three teachers, it was obvious to present that somatic movement education could provide teachers with another choice in teaching physical education, especially in the concept of learning how to learn and respecting the individual body. It truly can offer teachers with different perspectives in designing physical education curriculum for the future.
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author2 |
Dah-Feng Lin |
author_facet |
Dah-Feng Lin Li-Shang Wang 王麗珊 |
author |
Li-Shang Wang 王麗珊 |
spellingShingle |
Li-Shang Wang 王麗珊 The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education |
author_sort |
Li-Shang Wang |
title |
The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education |
title_short |
The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education |
title_full |
The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education |
title_fullStr |
The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education |
title_full_unstemmed |
The Value Orientation of Physical Education Curriculum of Three Novice Teachers in Teaching Somatic Movement Education |
title_sort |
value orientation of physical education curriculum of three novice teachers in teaching somatic movement education |
publishDate |
2006 |
url |
http://ndltd.ncl.edu.tw/handle/7q2edm |
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