本研究旨在探討資訊科技融入大學體育芭蕾課之教學與學習歷程，並透過行動研究，以設計思考的歷程逐步調整課程，嘗試構建符合學生學習需求的教學模式。研究參與者為某大學112-2學期體育芭蕾課程的27名學生，以質性資料蒐集，包括焦點團體訪談、課程學習心得、期末學習心得、教師反思札記和學習單等質性資料進行分析。研究結果分為探索期、蛻變期和穩定期三個階段，透過逐步調整課程，規劃出符合學生需求的課程藍圖。然而，發現學生在資訊科技的使用方式及學習策略上還是存在差異，且資訊科技工具的選擇與教學模式的整合仍有優化空間。但整體學習成效上，在認知、情意及技能方面的學習成效上有顯著轉變。未來建議教學方面，教師可提供多元彈性的學習模式，以符合學生的個別化學習需求，並整合教學模式與策略，善用資訊科技工具，以發揮最大效益。同時，應強化動作概念與身體實踐的整合，提升動作表現與身體意識。此外，實體與線上的回饋需並行，更能給予學生個別化指導。而研究方面，建議未來擴大研究範圍與對象，並調整研究方法，以全面了解實際應用情形。最後，應關注學生線上學習頻率及資訊科技工具使用度，以更符合個別化的學習需求。

This study aimed to explore the teaching and learning processes of integrating information technology into university physical education ballet courses. Through action research and the process of design thinking, the curriculum was gradually adjusted to construct a teaching model that meets the learning needs of students. The participants of the study were 27 students enrolled in a university physical education ballet course during the 112-2 semester. Qualitative data collection included focus group interviews, course learning reflections, end-of-semester learning reflections, teacher reflection notes, and learning sheets. The research results were divided into three stages: exploration, transformation, and stabilization. By gradually adjusting the curriculum, a blueprint that meets the needs of students was planned. However, it was found that there were still differences in the ways students used information technology and their learning strategies, and there was room for optimization in the selection of information technology tools and the integration of teaching models. Overall, there were significant changes in learning outcomes in terms of cognition, affective learning, and skills.For future teaching recommendations, teachers could provide diverse and flexible learning models to meet the individualized learning needs of students, integrate teaching models and strategies, and make good use of information technology tools to maximize benefits. Additionally, the integration of movement concepts and physical practice should be strengthened to enhance movement performance and body awareness. Furthermore, both physical and online feedback should be provided simultaneously to offer individual guidance to students. Regarding research, it is suggested to expand the scope and participants of the study in the future and adjust the research methods to fully understand the practical application. Finally, attention should be paid to the frequency and usage of online learning by students to better meet individualized learning needs.

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