| Summary: | 碩士 === 輔仁大學 === 體育學系碩士在職專班 === 105 === In recent years, educational innovations have been emerging, in which the "Flipped Classroom" mode has triggered many reverberations. In order to understand the current situation of the barrier factors of teaching sports in Taipei, it is proposed to explore the barrier factors of the PE teachers in Junior High Schools in Taipei City. This research uses questionnaires as research tools. The main questionnaire, A Survey of PE Teachers' Flipped Classroom in Taipei Junior High Schools, was compiled by the researchers. The study subjects include PE teachers of public and private junior high schools in Taipei City. A total of 228 official questionnaires were given out randomly and proportionally, and 202 valid samples were collected. 88.6% of the questionnaires are valid, and here are the results:(a) according to the research, in terms of the identification of Flipped Classroom, PE teachers in Taipei City have no significant difference between different genders and educational levels. However, in some aspects of the identification of Flipped Classroom, PE teachers in Junior High School in Taipei City have significant differences. The factors include different job categories, years of teaching experience and school scales. PE teachers in Junior High Schools in Taipei City have a high identification with the idea of Flipped Classroom;(b) according to the research, as far as the PE teachers in Taipei City is concerned, the result shows that there is no significant difference between different genders, job categories, educational levels, and school scales toward the barrier factors of Flipped Classroom. However, in some aspects of the barrier factors of Flipped Classroom, there are significant differences between teachers with different years of teaching experience in Junior High School in Taipei City. PE teachers in Junior High Schools in Taipei City have a better awareness of the degree of barriers;(c) according to the research, the identification and the barrier factors are almost irrelevant. Every aspect of the identification even shows negative correlation to individual students. However, every aspect of identification, except the learning difference, shows significant relevance with school resources as well as individual teachers. The relevance is low correlation, though.
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