臺灣博碩士論文加值系統

這是一個推廣民俗體育長達三十三年之資深教師的故事。透過故事的陳述，瞭解阿斌老師在民俗體育運動的教學經驗以及他的民俗體育教學之實踐。研究者採用生命史為研究方法，並以Gruber 和 Wallace 提出的進化系統取向之個案研究作為研究的理論框架，透過深度訪談、參與觀察及文獻資料參佐，詮釋他的民俗體育推廣歷程。研究結果發現：在這漫長的推廣路上，基於政府大力推動、觀眾的掌聲、學生喜愛民俗體育等外在的力量以及阿斌老師內心的愉悅、成就的滿足、理想的實現等內在的動力運作，使他願意持續在這條路上奉獻。從阿斌老師的教學過程中，可以發現他傳授技術時，符合Rogoff提出的師徒關係論點，透過示範（modeling）、立即的處理（contingency management）、回饋（feedback）、教導（instructing）、發問（questioning）、認知組合（conitive structuring）等六種模式，讓學生循序漸進的學習，成功達到技術之傳授。最後以Csiksentmihalyi的創造力系統觀點解析他的創作，研究者發現時間、敏感性/靈感、動作熟練的學生，成為他創作的元素。在阿斌老師的生命故事中，研究者看到他透過長時間的思索、熟悉跳繩運動後產生的敏感性，加上靈光一閃的頓悟經驗以及動作熟練的學生之協助評估，達到花式跳繩動作創新與表演型態的突破，使他得以成為經驗豐富且成就斐然的資深民俗體育教練。

This thesis is about how, Teacher Abin, a senior PE teacher, has been dedicating himself to promoting folk sports for the past 33 years. Through narrations of various stories, we understand Teacher Abin’s experiences in teaching folk sports as well as the ways he teaches folk sports. In the process of conducting the study, the researcher adopts the method of life history by basing the theoretical framework on the evolution of the orientation system on a case study by Gruber and Wallace. Combining deep interviews, involvement in observation and references, the researcher manages to interpret the process of how a physical education teacher has been promoting folk sports. The study results show that along the long road of promoting folk sports, Teacher Abin is willing to continue to devote himself to folk sports teaching as a result of the exertion of the external forces like the government’s strong boost, the audience's applause and students’ love of folk sports as well as the internal forces such as a sense of joy, satisfaction from achievements and realization of his ideals. With further examination of Teacher Abin’s teaching, we have found that when he instructs techniques, there is always a mentor-student relationship in the instruction process, which corresponds to Rogoff’s theory. As Teacher Abin teaches, modeling, contingency management, feedback, instructing, questioning and cognitive structuring are always being adopted; thus, his students learn step by step and acquire the skills successfully.If Teacher Abin’s creation is analyzed in terms of Csiksentmihalyi’s argument of creation system, time, sensitivity or inspiration, and skilled students are the elements of his creation. In Teacher Abin's story, the researcher has noticed that his long-time speculation, familiarity with the sensitivity resulting from rope skipping, his flashes of insight, and the helpful evaluations from adept students give rise to his innovations of moves in rope skipping and the breakthrough in the patterns of performance. All these mentioned above have helped make him a senior instructor of experience and great achievement.

第二節 他的創作……………………………………………………………………83
本章小結…………………………………………………………………………… 95

第六章 結論：寫在故事之後……………………………………………… 97
第一節 阿斌老師的民俗體育推廣路…………………………………………… 97
第二節 技術傳遞與頓悟經驗…………………………………………………… 102
第三節 未來研究建議…………………………………………………………… 104

參考文獻
一、中文部分………………………………………………………………………107
二、西文部分………………………………………………………………………110
附錄一 訪談資料轉錄稿示例…………………………………………………… 111
附錄二 研究日誌示例…………………………………………………………… 112
附錄三 參與觀察示例…………………………………………………………… 112
附錄四 訪談同意書……………………………………………………………… 113
附錄五 民俗體育大事年表……………………………………………………… 114

戴佩琪（2006）。臺灣國民小學民俗體育發展之研究，1971-2000 。未出版碩士論文，中央大學歷史研究所，桃園縣。
二、西文部分
Christians, C. G.( 2000 ). Ethics and politics in qualitative research. In: N. Denzin & Y. Lincoln (EdS.). Handbook of qualitative research(2nd). London: SAGE Publications.
Evett, J. ( 1989 ). Married women and career:Career history accounts of primary headteachers. International Journal of Qualitative Studies in Education, 2 (2), 89-105.
Hitchcock. G. & Hughes. D. ( 1989 ). Research and the teacher. London: Routledge.