The Experiences of Marginalized Students in Elementary School Physical Education Lessons—A Case Study

• Main Authors: LIN, JHIH-LONG, 林志龍
• Other Authors: CHEN,SIN-HENG
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/34294551416039295983

碩士 === 國立臺中教育大學 === 體育學系碩士班 === 103 === The Experiences of Marginalized Students in Elementary School Physical Education Lessons—A Case Study Abstract This study explores the learning experiences of two marginalized students in physical education lessons. The two cases were fourth-grade students selected from two different class of one elementary school in Taichung City. Data of this study were collected through non-participant observation of, informal interviewing with the teacher or students after, and group interviewing with the students about the PE lessons. Different data were used to illustrate the situation of the marginalized students and how it has happened. It was found that, despite many literature promoting group sports for it benefit of developing social skill of the pupils, the two cases were found to be marginalized. They were alienated when students searching for teammates, and were assigned to unimportant or marginalized positions in the team. The reasons for these two students to be marginalized were different, though could be attributed to factors such as: personal character, teacher, curriculum content, teaching method and the influence of particular student-leaders. This study suggested that, social skills are not developed as a consequence of simply putting a group of diverse students together, rather it can only be achieved if the teachers are aware of the characters of all students and deliberately employ appropriate curriculum and teaching methods. It was argued that, a further understanding of marginalized students in the lesson was an important foundation to achieve this goal. Key words: marginalized students, marginalization, learning experience