| Summary: | 碩士 === 國立臺北教育大學 === 體育學系碩士班 === 103 === This thesis examined the current conditions of value orientation of elementary school physical education teachers on physical education curriculum (VOPEC), and analyzed the differences in value orientations of physical education teachers. With the “Elementary School Teacher VOPEC measurements” developed by Ennis and Chen (1993) and translated and revised by Lan (1997) as research tool, 418 physical education teachers teaching in elementary schools in New Taipei City were investigated. In addition, the data were analyzed and processed with descriptive statistics, independent same T test, and one-way ANOVA.
Processed with data analysis and results discussions, the thesis derived the following conclusion:
1.The value orientation of physical education curriculum of elementary school physical education teachers were: social responsibility (SRp), discipline mastery (DM), ecological integration (EI), learning process (LP), and self-actualization (SA). Among the test subjects, 212 of them showed three value orientations, occupying 50.72%. 156 of them showed two value orientations, occupying 37.32%. 39 of them showed four value orientations, occupying 9.33%. Only 11 of them, the lowest in number, showed one value orientation, occupying 2.63%.
2.Investigating physical education teachers that were occupying different positions, the results indicated that there were significant different in learning process and self-actualization regarding the value orientation of physical education curriculum. Regarding the test subjects with different seniority, they showed significant differences in discipline mastery and social responsibility. Regarding the gender and education background of the test subjects, they showed no significant difference in the research findings.
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