緒論：以學習社群及體適能健康主題相關電影融入教學，幫助學生了解體適能的重 要性，協助建構正確運動觀念及重視生命意義價值之課程為主，並檢視課程介入後學習 動機及學習滿意度是否提升。方法：以學習社群教學研究設計，研究對象共 279 位大學 生，選取「肥胖」、「健康生活形態」及「體適能與健康管理」等三部健康體適能主題相 關影輯為主要教學媒材，設計出三個單元、10 節課，融入健康體適能的教學課程，共實 施十週。教學結束後，填寫「體育課影片觀賞問卷」、「ARCS 學習動機理論量表」、 「體育課學習滿意度量表」。結果：一、「影片鑑賞」、「學習動機」及「學習滿意度」 之間均有顯著的中等程度相關性。二、「影片鑑賞」、「學習動機」對「學習滿意度」 具有部分影響力，且「影片鑑賞」與「學習動機」對「教師教學」及「班級氣氛」具有 重要的影響力。「影片鑑賞」與「學習動機」對「場地器材」、「安全衛生」及「學校行 政」則較不具重要的影響力。結論：學習社群教學模式有助學生學習、強化學習動機及 提升學習滿意度。

Introduction: To help students understand the importance of physical education, build up correct sporting practices, and importance of life through learning community and physical fitness themed movies in class; then evaluate whether there was increase in learning motivation and learning satisfaction. Methods: Using the experiment design of learning community, a total of 279 university students chose “obesity”, “healthy lifestyle”, and “physical fitness and health management” themed movies as main teaching media, and 3 units of course was designed and practiced across 10 class periods, which totals up to 10 weeks. After the teaching period ends, subjects were required to fill in the “physical education movie appreciation questionnaire”, “ARCS Study Motivation Scale”, and “Physical Education Learning Satisfaction Questionnaire”. Results: 1) There was medium correlation between “movie appreciation”, “learning motivation”, and “study satisfaction”. 2) “Movie appreciation” and “study motives” had some influence on “study satisfaction”. In details, “teaching method” and “class atmosphere” had important effect on “movie appreciation” and “study motivation”. “Venue equipment”, “safety and cleanliness”, and “administration policies” did not have much influence on “movie appreciation” and “study motivation”. Conclusion: By implementing the learning community model into teaching, self-study, learning motivation, and study satisfaction was increased.

合作學習;健康體適能;教學實踐

cooperative learning; health-related physical fitness; pedagogic practice