探究高中生性別差異對於體育課意義知覺與學習環境認知的影響：以體育課為焦點

Exploring High School Students' Perceptions of the Meaningfulness and Learning Environment of Physical Education Classes: Focusing on Physical Education Classes

本研究旨在探討花蓮市國立高中一年級學生在體育課意義知覺與學習環境認知上的差異，並探究其之間的關係。研究對象包括性別和運動參與頻率等背景變項。本研究以花蓮市國立高中一年級學生為主要樣本，共發放200份問卷，回收有效問卷199份，其中男性學生93位，女性學生106位，回收率達99%。研究結果顯示：1.男性學生認為有意義的體育課應強調社會凝聚、自我挑戰和自我表達，且對於體育學習環境中的挑戰、競賽和控制認知得分較女性學生高。2.運動參與頻率高的學生認同體育課的意義，而低頻率的學生則認為體育課缺乏意義且無參與價值。運動參與頻率高的學生喜歡挑戰性和競賽性的體育學習環境。3.體育課意義知覺與學習環境認知呈現正相關，但自我挑戰和恐懼認知呈負相關。當學生認為體育課具有意義時，對體育課的參與動機增強。本研究了解高中生體育課意義知覺與學習環境認知之間的關係，有助於深入理解學生對體育課程的態度和參與動機。

The aim of this study is to explore the differences in high school students' perceptions of the meaningfulness and learning environment of physical education (PE) classes in Hualien City, Taiwan, and to investigate the relationship between them. The study examines background variables such as gender and frequency of sports participation. The primary sample consists of tenth-grade students from Hualien City's National High Schools, with 200 questionnaires distributed and 199 valid responses collected, including 93 male students and 106 female students, resulting in a response rate of 99%.The results show that: 1. Male students believe that meaningful PE classes should emphasize social cohesion, self-challenge, and self-expression, and they score higher than female students on perceptions of challenge, competition, and control in the PE learning environment. 2. Students with higher frequency of sports participation identify with the meaningfulness of PE classes, while those with lower frequency perceive PE classes as lacking meaning and value. Students with higher sports participation frequency prefer challenging and competitive PE learning environments. 3. There is a positive correlation between perceived meaningfulness of PE classes and perception of the learning environment, but self-challenge and fear perception show a negative correlation. When students perceive PE classes as meaningful, their motivation to participate in PE is enhanced. Understanding the relationship between high school students' perceptions of the meaningfulness and learning environment of PE classes contributes to a deeper understanding of students' attitudes and motivations towards PE.