摘 要
本研究以體操專長教師與非體操專長教師及其授課班級學生為研究
對象，探討兩位不同背景教師之學科教學知識內涵及其建構來源有
何差異，與授課班級學生學習成就、學生知覺情形的不同。教學單
元為前滾翻與踢倒立兩個動作，採用實地觀察與半結構訪談瞭解教
師的學科教學知識與建構來源，以體操動作技能評量工具進行教學
前、後之測驗，發現學習成就上的差異，並以刺激回憶訪談蒐集學
生知覺情形的資料。研究結果發現：
（一）體操專長教師與非體操專長教師在學科教學知識內涵上，課
程知識、體操學科知識與教學情境的知識方面有明顯的差異，尤其
在體操學科知識方面，專長教師較能瞭解動作的特性，針對錯誤動
作進行正確的診斷，兩位教師在學習者的知識方面都略嫌不足，對
於學習者起點能力與錯誤動作的預期都較難確實掌握；
（二）學科教學知識的建構來源方面，專長背景的不同是造成體操
學科知識差異的最主要原因，而師資培育給兩位教師主要是體育系
專門課程的影響，教育專業課程較沒有顯著的幫助；
（三）學生學習成就方面，體操專長教師之授課班級學生的學習成
就優於非體操專長教師之授課班級學生，顯示教師的學科教學知識
對學生成就產生影響；
（四）學生知覺方面，僅能從兩班學生對教學的理解與專長教師學
生對遊戲活動的喜愛，發現教師對學生知覺情形產生影響，但仍有
許多可變的因素，值得深入探討。本研究結果可供師資培育機構、
體操教學者與後續研究者作為參考。

The purpose of this study was two folds. First, to examine the difference of pedagogical content knowledge (PCK) and constructive source of pedagogical content knowledge of a gymnastic specialist teacher and nonspecialist teacher. Second, to compare the learning achievement and the perception of their students. Two teachers taught forward roll and handstand lessons in eight gymnastic classes. Field observation and semistructured interview were used to collect qualitative data of PCK and constructive source. The difference of learning achievement was measured by gymnastic motor skill assessment tool. Stimulus recall interview was used to collect data on students’ perception condition. It was found that: (1) Curriculum knowledge, gymnastic subject matter knowledge and knowledge of educational contexts were different between the two teachers, especially gymnastic subject matter knowledge. Specialist teacher could understand motor characteristics, and diagnose correctly about incorrect motor skill. Two teachers were insufficient in knowledge of learner. Both teachers could not anticipate very precisely the student ability and incorrect motor skill. (2) The constructive source of PCK was different due to different background in gymnastic training. Physical education professional curriculum offered more influence than general educational professional curriculum. (3) Student learning achievement of specialist teacher was better than that of nonpsecialist teacher, because of the effect of teachers’ PCK. (4) Student perception was partly affected by their teachers’ PCK. Students of specialist teacher had more understanding and in favor of game activities. However, many uncertain factors needed to be examined. The findings of the study could be used as a reference for teacher education, gymnastic teaching and future research.

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