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題 名 | 體育潛在課程的社會文化特徵分析--體育教學情境中幾種典型潛在課程模式之反思=Analysis of the Sociocultural Characteristics of the Hidden Curriculum in Physical Education--Introspection Toward the Characteristic Patterns of Hidden Curriculum in Physical Education |
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作 者 | 劉照金; 周宏室; | 書刊名 | 國立體育學院論叢 |
卷 期 | 13:1 2002.10[民91.10] |
頁 次 | 頁13-29 |
分類號 | 523.37 |
關鍵詞 | 潛在課程; 體育; 社會文化特徵; Hidden curriculum; Physical education; Sociocultural characteristics; |
語 文 | 中文(Chinese) |
中文摘要 | 體育教師通常重視體育教學的正式課程,然而卻很少分析與檢視體育教學內容及教學過程的社會文化意涵,尤其在其體育教學中有意或無意教授一些特殊的潛在社會觀念、模式及特徵,而這些觀念、模式及特徵卻可能助漲社會霸權意識型態,造成社會不公與不義的現象。因此,身為體育工作者,有必要提昇體育潛在課程對學生與教師影響的認識。本論文主要目的:(1)探討體育潛在課程的本源為何;(2)檢示體育教學中潛在課程之社會文化特徵及其意涵;(3)探討優勢的霸權意識型態如何透過體育教學影響學生。本研究採文獻分析法,從結權-功能論、現象-詮釋學社社會批判理論的觀點,以Fernadez-Balboa(1993)所提出的「潛在課程的典型模式」為基礎,分析體育教學情境中特殊的社會文化現象,並批判我國目前「體育潛在課程」的社會文化的意涵。從體育教學內容及教學過程的文化特徵分析結果,本研究發現體育潛在課程的文化特徵有下列常見的九種典型模式:(1)階層制度與等級主義;(2)精英主義;(3)差別待遇或歧視;(4)選擇與分化;(5)競爭化與個人化;(6)局限性;(7)複製與合法化;(8)標準化與非個人化;(9)高壓與淘汰。最後就本研究之結果,提出我國體育潛在課程與教學上的一些改進建議。 |
英文摘要 | Physical educators usually pay much attention to formal physical education curriculum and rarely analyze or examine sociocultural implications in curriculum contents and teaching process. However, intentional or unintentional lectures of some special potentially existing social concepts, patterns and characteristics of physical education courses may result in hegemonic ideology in the society, and lead to social unfairness or unjustness. Therefore, it is necessary for physical educator to notice the influence of the hidden curriculum in physical education on students and teachers' life. The aims of this study are as follows: (1)to explore the source of the hidden curriculum in physical education. (2)To examine sociocultural characteristics and implications of the Hidden Curriculum in Physical Education that often are taught in physical education (3)To examine the learning methods of sociocultural formation and concept formation in physical education that how to reinforce the prevalent hegemonic ideology. This is a study based on literature review and discussed from the point of Structional-Functionalism, Phenomenological-Hermeneutics and Social Critical Theory. In addition, based on Characteristic Patterns of the Hidden Curriculum suggested by Femandez-Balboa(1993), this study analyzed special sociocultural phenomenon on situations of physical education, and discussed and examined the sociocultural implications of hidden curriculum in physical education. From the results of cultural characteristics in physical curriculum contents and teaching process, it is found that the cultural characteristics of the hidden curriculum in physical education can be classified into the following nice characteristic patterns: (1)Stratification and Hierarchism; (2)Elitist; (3)Discriminatory; (4)Selection and Fragmented; (5)Competitive and Individualistic; (6)Restrictive; (7)Reproductive and Legitimizing; (8)Standardized and Impersonal; (9)Coercive and Eliminative. According to the findings, there are some suggestions for the hidden curriculum and instruction in physical education. |
本系統中英文摘要資訊取自各篇刊載內容。