武術技能與身體素養融入於體育課程之研究

Research on Martial Arts Skills and Physical Literacy into Physical Education Curriculum

武術作為體育教育的一環，是身體素養與運動技術及修心養性的滋育途徑，其技法的學理、武德的義理及身體藝術的表現力，令其在現代的生活具有防衛性、教育性與鑑賞性的多元存在價值。本研究旨在探究武術教學對學生的學習動機、武術技能與素養的成果表現。研究對象為111學年度入學的專科新生計51名，透過實踐教學，蒐集質性素材與量化數據，分別透過質性軟體與統計軟體進行分析與解讀。研究顯示，由質性素材導出的「武術身體素養課程概念圖」、各項素材詞頻統計表和字串雲圖所抽取的參照引文，以及體育──武術課程回饋的統計分析結果，皆清楚展示本研究二大目的之達成效益。綜上所述，研究參與學生歷經一學期的武術教學介入建立了基礎的武術身體素養後，期待著有精進武技、武藝與武德的機會，因此本研究建議後續的教學實踐研究，如像武術防身與陶冶身心的專技課程，應至少以一學年兩學期的課程設計為最基本，若要將此專技作為終身運動則需投入更長時間的教學介入，以及「自我導向」學習的日常規律實踐。

Wushu as a part of physical education is a way to cultivate physical quality, sports skills and spiritual cultivation. The theories of martial arts techniques, the principles of martial ethics, and the expressive power of body art all have multiple values of defense, education, and appreciation in modern life. This study aims to explore the effects of martial arts teaching on students' learning motivation, martial arts skills training, and literacy. This study targets junior college freshmen as the research object, collects qualitative materials and quantitative data through practical teaching, and analyzes and interprets them through qualitative software and statistical software respectively. The“Martial Arts Physical Literacy Curriculum Concept Map”derived from qualitative materials, the reference citations extracted from the word frequency statistics table of each material and the word string cloud map, and the statistical analysis results of PE-martial arts curriculum feedback clearly demonstrate the purposes of this study. This study found that after having a one-semester martial arts training, the participating students still look forward to the opportunity to improve their martial arts skills. Therefore, this study recommends follow-up teaching practice research, such as martial arts self-defense and cultivation specialized courses for body and mind should be designed for at least two semesters. If this specialty is to be used as a lifelong exercise, more time for teaching and learning intervention is required, and more educational practitioners and scholars need to be involved.