體育師資生與科技教學內容知識（TPACK）關係之探討

The relationship between preservice physical education teachers and TPACK

隨著科技與網路的迅速發展，資訊科技輔助教學已漸為趨勢，為能因應時代浪潮，體育教師在 教學時，需要運用科技教學內容知識 （TPACK） 整合資訊科技輔助體育教學，以符合學生之多元學 習需求及多種運動類型項目。由於職前師資培育階段正為師資生建構專業知識之奠基時期，目前十 二年國教已新增科技領域，素養導向課程更重視學生跨域學習之經驗，因此體育師資生該如何因應 環境的變化以整合科技、教學與內容知識之間交互作用，同時呼應教學法及學習者之間的關係，成 為當前極需探討的議題。經文獻綜整結果顯示，體育師資生應增進其科技知識的建構，進而透過資 訊科技的優勢，促進師資生體育教學與策略科技化、強化體育師資科技信念及提升體育師資資訊素 養，以整合 TPACK，增進其教學成效。

With the rapid development of technology and the internet, the technology assisted instruction has become a trend. In response to the trend, physical education teachers are required to use the technical pedagogical and content knowledge (TPACK) in teaching physical education (PE) to integrate information technology, within the context of multiple sports as learning content, for assisting learning and meeting students' diverse learning needs. The preservice teachers' training stage plays an important foundation period for constructing teachers' professional development. Moreover, it has been added to the technology field in 12-Year Basic Education which attaches great importance to students' interdisciplinary learning experience within the competences-based curriculum. Therefore, there is a need to explore how preservice PE teachers integrate the interaction among technology, teaching, and content knowledge combined with echoing the relationship between pedagogy and learners to respond to changes in the education environment. The results of the literature review showed that preservice PE teachers should extend their technological knowledge construction. In order to integrate TPACK and augment teaching effect, it can take advantages of IT to (1) improve strategic technology applications forwards preservice teachers' PE teaching, (2) strengthen PE preservice teachers' IT belief, and (3) promote their IT literacy.