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| 題 名 | 國內外不同年齡層兒童游泳教學之比較:2014至2025之研究=A Comparative Study of Swimming Education for Children of Different Age Groups in Domestic and International Contexts: Research from 2014 to 2025 |
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| 作 者 | 陳品潔; 林淑蓉; | 書刊名 | 休閒運動健康評論 |
| 卷 期 | 14:2 2025.09[民114.09] |
| 頁 次 | 頁97-110 |
| 分類號 | 528.961 |
| 關鍵詞 | 游泳教學; 教學方式; 學齡前兒童; 國小; Swimming instruction; Teaching approaches; Preschool children; Elementary school students; |
| 語 文 | 中文(Chinese) |
| DOI | 10.29503/RLSH.202509_14(2).0009 |
| 中文摘要 | 本研究旨在探討不同年齡層兒童之游泳教學,透過一般文獻分析,整理並分析 近十年國內外研究成果。研究主題聚焦於四大面向:國內外學齡前兒童與國小階段 游泳教學之教學策略、課程安排、教學資源、教學成效。資料來源涵蓋臺灣博碩士 論文知識加值系統、華藝線上圖書館、ProQuest、ERIC、EBSCOhost 及 Taylor & Francis 等國內外教育與體育領域學術資料庫,共納入 21 篇具代表性之研究文獻進 行歸納與比較分析。在學齡前階段,國內以遊戲導向與親子互動為教學主軸,重視 水中適應與情緒支持;國外則強調水域素養建構與課程結構性,並重視早期介入與 持續參與頻率之關聯。在國小階段,國內教學多採用分組策略、協同授課與在地化 資源調整,強調技能操作與自救能力;而國外則發展基於理論模型的教學設計,強 調動作學習階段性與學習成效評量。國內游泳教學展現高度實務導向與彈性應變特 質,國外則展現制度化支持與科學化規劃。兩者在年齡因應、策略選擇與教學資源 整合上各具特色,提供實務教學與課程設計可資借鏡之經驗。 |
| 英文摘要 | This study aims to explore swimming instruction for children of different age groups through general literature analysis, synthesizing and examining research findings from the past decade in both domestic and international contexts. The research focuses on four key dimensions: teaching strategies, curriculum design, instructional resources, and teaching outcomes in swimming education for preschool and elementary school children. Data were collected from major educational and physical education databases, including the Taiwan Thesis and Dissertation Knowledge Value-Added System, Airiti Library, ProQuest, ERIC, EBSCOhost, and Taylor & Francis. A total of 21 representative studies were selected for comparative analysis. In the preschool stage, domestic approaches emphasize game-based teaching and parent–child interaction, highlighting water adaptation and emotional support. In contrast, international practices focus on developing water competency and structured curriculum design, with particular attention to early intervention and consistent participation. At the elementary level, domestic instruction often adopts group-based strategies, co-teaching models, and localized resource adjustments, emphasizing skill acquisition and self-rescue capabilities. International instruction, however, tends to be grounded in theoretical frameworks, emphasizing developmental stages of motor learning and systematic evaluation of learning outcomes. Overall, domestic swimming instruction demonstrates high adaptability and practical orientation, while international instruction reflects institutional support and scientific planning. Both approaches exhibit unique characteristics in terms of age-based considerations, strategy selection, and resource integration, providing valuable references for practical instruction and curriculum development. |
本系統中英文摘要資訊取自各篇刊載內容。