跑道上的覺醒：兩位國中體育教師實踐個人與社會責任模式之課程意識

Awakening on the Track: Two Junior High School Physical Education Teachers' Curriculum Consciousness in practice of the Teaching Personal and Social Responsibility Model

在課程這條跑道上，教師透過實踐課程的過程，覺 知到課程的問題產生對課程的意識。本研究的目的在探 討體育教師實踐個人與社會責任模式（TPSRM）的課程 意識，並針對課程意識的三個層面－專業知識、自我與 環境的覺知進行深入探究。跑道上的主角為兩名實施 TPSRM 的國中體育教師，分別為一名女性教師及一名 男性教師。方法採敘事研究取向，並以訪談、參與觀察 與文件分析等方法詮釋兩位教師的課程意識。兩位教師 透過訴說對 TPSRM 課程的覺知與省思，促進其專業的 成長與發展。本研究結果呈現兩位老師在跑道上自我孤 獨與逆風飛翔的故事。當回顧跑道上的點點滴滴時，他 們共同覺知到：一、專業知識的覺知：教師在實踐TPSRM 中，透過對學習者知識的覺知，能促進其課程意識的提 升。二、自我覺知：教師在實踐 TPSRM 課程之教育理 念為重視學生與人互動的態度，並且隨著外在因素的影 響。三、環境覺知：教師意識到社會、家長、學校組織 與政策的影響，在實踐 TPSRM 的課程時必須順應與調 適，找尋教學實踐的平衡點。最後，本研究針對兩位教 師的意識轉化歷程，提出在 TPSRM 跑道上的啟示：一、 教師需提升對 TPSRM 課程意識的覺醒。二、教師在實 踐個人與社會責任模式時建議利用教學策略突破時間 與環境的限制。

The teacher is aware that the problem of the curriculum produces awareness of the curriculum through the process of practicing the curriculum. The purpose of this study was to examine the physical education teachers' curriculum consciousness in practice of the Teaching Personal and Social Responsibility Model (TPSRM) and analyze three levels of curriculum consciousness: awareness of professional knowledge, self and environment. One female and male junior high school PE teachers who practiced TPSRM were the two participants on the curriculum track. Narrative research approach was used to collect data by interviews, observations and document analysis. The two teachers grew and developed their professional knowledge through narrating their awareness and reflection. The results presented the two teachers' lonely and challenging stories including the awareness of professional knowledge, self and environment as the following: 1. Awareness of professional knowledge: Teachers enhanced their curriculum consciousness through the knowledge of learners in practicing TPSRM. 2. Self-awareness: The two teachers focused the teaching philosophy on the attitude of interacting with others and this would be influenced by the external factors. 3. Awareness of environment: The two teachers were well aware of the influence of society, parent, school organization and policy; they made adjustment in practicing TPSRM to reach a balance point. According to the process of consciousness, two suggestions were made: 1. The awareness of teachers' curriculum consciousness in TPSRM should be upgraded. 2. Considering the use of teaching strategies to break through the restrictions of time and environment is to implement TPSRM more systematically and effectively