一門運動文化課程之素養導向設計與實施—C 大學「X 球隊專題」課程的教學實踐研究

Competency-Based Design and Implementation of a Sport Culture Course: A Case Study on the Teaching Practices of the “C University X Basketball Team Project” Course

本教學實踐研究以「X球隊專題」課程為核心，由跨領域師資共同備課、共時授課、觀課與議課，以運動文化核心結合教師之不同專業背景，發展出「X球隊今昔」、「書寫X球隊」及「思辨X球隊」三大主軸課程，以「X球隊今昔」為主要課程脈絡，每週搭配不同主題的書寫任務及議題思辨，三者相互連結，建構完整的運動文化素養導向課程。在課程教學向度方面，本課程實踐社會參與的教學與評量模式，採分組合作學習進行，規劃學生參與課外體育活動，使學習走入真實的生活情境。也透過課程設計及教學引導，使學生系統性學習運動文化現象、議題思辨及運動書寫。研究發現，學生能透過對X球隊的個案探究，結合自身專業展開多元論述，並在書寫任務與期末展演中，發展運動書寫能力，也發現書寫能力的活化與運動書寫的建構，對於促進學生對運動文化的理解有一定程度的影響。課程亦透過一般生與體育生混合分組，促進彼此理解，為提升臺灣運動素養奠定基礎。教師省思指出：課程應配合時事與學生狀況調整內容，並逐步發展出專題式課程模組。而適當的選修人數與適合分組討論的授課空間能提升學習成效。面對學生反應與期待的落差，教師能堅持理念、理性溝通與彈性調整教學方法，必能達成教學目標。

This teaching practice research centers on the “X Team Project” course, which is co-taught and collaboratively developed by an interdisciplinary teaching team. With a focus on “sports culture,” the course integrates diverse professional backgrounds to design three main thematic modules: “X Team: Past and Present,” “Writing about the X Team,” and “Thinking Critically about the X Team.” Among them, “X Team: Past and Present” serves as the core structure that is complemented by weekly writing tasks and issue-based discussions. These three elements are interconnected to form a comprehensive, literacy-oriented curriculum in sports culture. For the instructional approach, the course adopts a socially engaged teaching and assessment model that utilizes group-based collaborative learning. Students are encouraged to participate in extracurricular sports activities to extend learning into real-life contexts. Through well-designed curriculum and instructional guidance, students systematically explore phenomena in sports culture, engage in critical thinking, and develop sports-related writing skills. Findings suggest that through in-depth case studies of the X Team, students can integrate their own academic backgrounds to develop diverse perspectives. Their writing tasks and final presentations show growth in sports writing skills and demonstrate how writing development contributes meaningfully to their understanding of sports culture. Additionally, by integrating general education students with student-athletes in group work, the course fosters mutual understanding and lays a foundation for advancing sports literacy in Taiwan. Teachers reflect that the curriculum should be continuously adjusted based on current events and student needs to gradually shape a modular and project-based course structure. Furthermore, limiting class size and selecting classroom spaces conducive to group discussions are essential to enhancing student interactions and learning outcomes. Lastly, in response to the gap between student expectations and outcomes, teachers can achieve effective instruction by remaining committed to their pedagogical principles to engage in rational communication and make flexible adjustments.