| Summary: | 碩士 === 台北巿立體育學院 === 運動科學研究所 === 95 === The purpose of this study was to investigate the importance of Physical Education Curriculum Goals (PECG) between teachers and students in elementary school in Taipei. And to compare the differences toward PECG based on the following variables: the Physical Education (PE) teacher’s “gender”, “marital status”, “way of qualification acquired”, “graduated from PE faculty”, “educational background”, “teaching seniority”, “job position” and student’s “gender”, “grade”, “experiences in PE or clubs”, “experiences as school teams”. The research instrument was “The Importance of Physical Education Curriculum Goals between Teachers and Students Questionnaire”. The subjects of this study were 360 PE teachers and 1080 students, in which effective samples were 262 and 866 subjects; valid sampling rate was 73% and 80%. All data from the valid questionnaires were analyzed statistically by independent t-test and one-way ANOVA. The results of the statistical analysis were as followed:
1.Results of PE Teachers and Students toward the importance of PECG：
Both PE Teachers and Students gained the highest score on the importance of Affective Curriculum Goals (ACG), Skills and Physical Fitness Curriculum Goals (SPFCG) the second and Cognitive Curriculum Goals (CCG) the least.
2.Comparisons between different variables of PE teachers on PECG:
a)There was significant difference in “gender” on ACG of PECG;
b)There was no significant difference in “marital status” on PECG;
c)There were significant differences in “way of qualification acquired” on PECG;
d)There were significant differences in “graduated from PE faculty” on PECG;
e)There were significant differences in “educational background” on ACG and SPFCG of PECG;
f)There were significant differences in “teaching seniority” on ACG and SPFCG of PECG;
g)There was no significant difference in “job position” on PECG.
3.Comparisons between different variables of students on PECG:
a)There was significant difference in “gender” on ACG of PECG;
b)There were significant differences in “grade” on ACG and SPFCG of PECG;
c)There was no significant difference in “experiences in PE or clubs” on PECG;
d)There was significant difference in “experiences as school teams” on SPFCG of PECG;
4.Comparisons between PE teachers and students on PECG:
There were significant differences on ACG, SPFCG and CCG of PECG;
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