國中健康與體育學習領域自尊教學指標之建構與國中教師和學者看法比較

Building Teaching Indicators for Self-Esteem Instruction In Health and Physical Education Learning Area and Comparing Opinions of the School Teachers and Scholars

現行國中健康與體育學習領域中，自尊教學指標少，又不完備，故本研究旨在建構具體、完整之自尊教學指標，並比較國中教師與學者的看法。採德懷術，邀請全臺38名國中教師與22名學者為專家群，進行三回合調查。針對最後一回合的評分，進行平均數、眾數、變異量數分析，以完成指標建構；另以曼－惠特尼U考驗來比較兩組專家評分的異同。結果：1、兩組專家認為學生能力、教師效能與學校行政三層面106項自尊教學指標是適切的。2、國中教師組在學生能力層面及其內之安全感和自我感教學指標的評分低於學者組。3、國中教師組在教師效能層面及其內之教學方法和教學評量，教學指標的評分低於學者組。4、兩組專家在學校行政層面教學指標的評分無明顯差異。本研究透過國中教師與學者建構自尊教學指標，但兩組專家對各類教學指標的適切性看法不盡相同，故建議未來健康與體育學習領域課程綱要或教學指標發展過程中，應同時邀請現職教師與學者參與，以縮小實務與理論的落差。

There are few and incomplete self-esteem teaching indicators for Health and Physical Education curriculum. The aims of this study were to construct self-esteem teaching indicators, and compare the opinions of teachers and scholars. This study adopted Delphi Technique and invited two expert panel groups including 38 school teachers and 22 academic scholars. Data from the third round questionnaire of two groups were analyzed using mean, mode, quartile, and Mann-Whiney U Test. Results: 1.Both expert groups agreed that the 3-dimension, 106 self-esteem teaching indicators were appropriate. 2. The scores of the school teacher group in the student capacity dimension, the sense of security, and the sense of selfhood sub-dimensions were lower than those of the scholar. 3. The scores of the school teacher group in the teacher efficacy dimension, the teaching strategy, and the teaching evaluation sub-dimensions were lower than those of the scholar. 4. The scores of the school administration dimension indicators were not different between two groups. This study constructed 106 teaching indicators and showed the gap between school teachers and scholars. We suggest that education authority should include both teachers and scholars in the team for establishing national physical and health education curriculum guideline and teaching indicators in the future to decrease the disparity between theorists and practitioners.