高中體育班的潛在課程   免費試閱

The Hidden Curriculum Experienced by Senior High School Physical Education Majors

本研究以臺灣北部地區一所高中體育班二年級學生為研究參與者，研究者採用學校民族誌的方式，透過參與觀察和訪談，瞭解高中體育班學生從學校生活中學到何種潛在課程、這些潛在課程的本質與影響，以及學生如何詮釋潛在課程。研究發現，高中體育班潛在課程帶有二元分類的色彩，體育班學生從分流制度、課堂學習、專長訓練、師生互動及同儕關係五個面向中分別學到區隔、等待、試煉、分類及競合的潛在課程。在學習經驗與角色認同等因素的影響之下，體育班學生對學校制度中隱藏的潛在課程作出不同的洞察與詮釋，進而影響其對課程知識的看法、學習態度與行為、人際互動及生涯發展。

The purpose of this study was to explore the hidden curriculum encountered by a class of second-year senior high school physical education majors in northern Taiwan. The study adopted a school ethnography approach. Based on data collected through participant observation and interviews, the study explored the nature and effects of the hidden curriculum that the students experienced in their high school life, and the ways in which they interpreted this curriculum. The results indicated that the hidden curriculum was somewhat polarized: through the five dimensions of ability tracking, classroom learning, sports training, teacher-student interaction and peer relations, they learned about stratification, waiting, practicing, categorization and competition. In addition, the hidden curriculum had an impact on the students’ knowledge, behavior, attitudes, interpersonal relationships, self-concept and career development.