近來，教育革新倡導以學習者為主體，積極推動合作學習之理念及作法，且在體育教學的應用與研究上亦備受關注。然而，體育師資生在關於此議題的相關研究上，目前仍缺乏具體的結果。因此，本文主要目的，在於探討體育師資生在實際教學中應用合作學習策略的相關知覺與情形，以供未來規劃優質體育師資培育教學模組，以及強化師資生教學策略之參酌。方法：首先，確立北部某師培大學系所為研究場域，並從該課程班級42位師資生中選取4位做為參與者，師資生應用合作學習前先以校外觀課50分鐘、教師授課120分鐘、師資生發表報告120分鐘做為知能的建立，再者，進入現場實際教學四位共教36堂課，一堂50分鐘，共計30小時，教學實況的資料蒐集則用攝影機、觀察表現場記錄，並在每週教學末匯集全員進行焦點團體訪談，共5次，教學總期程結束進行個別半結構式訪談，1次約90分鐘；最後將所蒐集資料進一步做歸納、統整與分析。結果：(一)應用前：體育師資生未接觸過合作學習，抱持困惑質疑態度；(二)應用中：較不滿意學生技能發展情形，但卻有知覺到思考能力、學習動機、人際互動、師生關係、責任績效的進展；(三)應用後：對應用合作學習策略抱持肯定且樂於沿用的態度。結論：師資生應用合作學習前後有明顯由擔憂轉喜愛的知覺，應用中較不擅於發展技能表現，而對於人際互動、思考能力雖知覺有進展，但實作上仍待進一步的加強。建議：(一)了解體育師資生應用合作學習的擔憂與困惑及其解決方法；(二)追蹤了解體育師資生對於發展學生動作技能、社會互動技能及思考能力方面的合作學習策略如何更精深。

The purpose of the study was to investigate how pre-service PE teachers perceive and implement the Cooperative Learning Instruction Model (CLIM) in physical education during their 5 weeks teaching practicum in a secondary school. Four pre-service PE teachers were participants of the study. Each pre-service PE teachers had 2 lessons per week (total 9 lessons). Focus-group interviews, Semi-structured interviews, class observation, and reflection journals were used to collect data. The interview data were transcribed in order to further comparison, integration and analysis. The interview data were transcribed for further comparison, integration and analysis. Results were showed that (1) before the implementation of CLIM: pre-service PE Teachers hold suspect attitudes toward this instructional model; (2) During the implementation of CLIM: pre-service PE teachers could follow the instructional steps, however, But for students learning motor skills more dissatisfied, Although the perception of the development of social skills and thinking skills, but there was also a need for developing their observation, interpretation and teaching decision competencies; (3) after the implementation of CLIM: pre-service PE teachers recognized CLIM as a effective way for learning, though the grouping skills and quick decision ability while teaching would be need for developing .

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