| Abstract: | 本研究透過行動研究法，探究國小四年級學童參與民俗體育類之武術養身課程的觀察心得。以品德教育融入課程設計，瞭解武術影響學童之生活習慣、思考能力及人際溝通情形。研究者於南投縣某國小體育課中，以武術螳螂拳之基本六路結合建康與體育素養導向教學，作為18週每週一節40分鐘的活動課程設計。在第七週至十八週每週2~3次的午餐時段加入15分鐘觀賞「少林英雄」武術實鏡秀，與22位學童共同賞析及探討，了解武德精神乃是學會尊重生命、自我約束及擔負責任的品德教育。以此三面項的品德教育議題融入武術養身課程，觀察學童參與課程前、中、後的行為改變。收集期初學童訪談資料，施行第二階段的教學，透過教學日誌的記錄，歸納出覺察層面、知識層面、行動層面和省思層面的結果，進行行動教學的檢討與省思，做適當的調整後，評估執行的可行性，進入第三階段的行動教學。期末收集家長、協助觀察教師、學童期末訪談資料及學童作文，搭配第三階段的教學日誌，做後續的省思與檢討。本研究結論與發現如下：一、推動武術養身課程，每週一節次可調整天次及學習時間，能夠精進學生品德及人際關係素養。二、學童參與武術養身課程的學習，於「尊重生命」、「自我約束」及「擔負責任」的行為改變，有顯著的提升。三、學童參與武術養身課程後，改變了生活習慣，較能夠維護環境；身體變強壯、體力變好。四、學童樂於學習，學習動機增加，上課參與度高。五、家長與教師肯定武術帶給學童品德的提升，支持課程的延續。
The purpose of this study was to investigate how the folk sports and other martial arts fitness courses affect the fourth-grade students’ motivation and behavior. This study was conducted in action research. The course was designed to integrate moral education into Chinese martial arts teaching curriculum and to understand the impact on students’ lifestyle habits, thinking ability and interpersonal communication through the study. In a physical education class at a primary school in Nantou County, the researchers designed a 40-minute activity course each week for 18 weeks, using the basic six-way combination of martial arts mantis fisting to combine Jiankang and physical education-oriented teaching. Join the 15-minute "Hero Shaolin Hero" martial arts mirror show at lunchtime 2 - 3 times a week from week 7-18, and share with 22 students' to explore and understand that the spirit of Wude was to learn to life respect, self-discipline, and responsibility for moral education. This three-pronged moral education topic was integrated into martial arts fitness courses to observe behavior changes before, during and after children participate in the curriculum. Collect interview materials for primary student’s, implement the second stage of teaching, summarize the results of awareness level, knowledge level and action level through the records of teaching log, conduct the review and reflection of action teaching, make appropriate adjustments, assess the feasibility of implementation, and enter the third stage of action teaching. Final collection of parents, to assist in the observation of teachers, school children final interview materials and school children composition, with the third stage of teaching logs, to do follow-up thinking and review.The findings and findings of this study are as follows:1. Teachers can cultivate students’ character, morality, and interpersonal relationship by promoting Chinese martial arts curriculum. The curriculum can be flexible arranged by the time of learning.2. Students' attitudes toward life respect, self-discipline, and responsibility were increased apparently in terms of the Chinese martial arts curriculum.3. Students' have improved their lifestyle habits and become stronger after participating in Chinese martial arts curriculum.4. Students’ are willing to learn, learning motivation increases, high participation in classes.5. Parents and teachers acknowledge the moral advancement that martial arts brings to schoolchildren and support the continuation of the curriculum. |
