本研究目的，旨在探討體育教師課程價值取向，對學生體育學習思考與學習態度的影響情形。
研究方法方面，本研究採用質量並用的研究方法，以八十七學年度國立虎尾技術學院，4位體育教師與五專一年級學生212位為研究對象，並以課程價值取向Ｑ分類技術、體育學習思考量表、體育學習態度量表、教師與學生訪談、教學錄影觀察等多元的資料蒐集技巧，從事為期一學年的教學研究。
研究資料經歸納整理、分析比較與統計處理後，獲得的結論如下：
一、不同課程價值取向體育教師的教學比較
（一）教學方面：四位教師的教學目標設定，具有差異；教材內容選擇與教學行為，差異性小。
（二） 課程價值取向對教學的影響方面：教學目標的影響最明顯；其次是教材內容選擇；至於教師行為的影響，則不明顯。
二、不同課程價值取向體育教師對學生體育學習思考 的影響
（一）教師對體育學習思考三層面的差異影響，知覺層面具有差異，達.05的顯著水準；注意力與學習策略層面，則沒有差異。
（二）教師對學生思考的影響途徑：注意力方面，教學風格與態度和教材內容；目標知覺方面，情意目標；學習策略方面，教師的影響薄弱。
三、不同課程價值取向體育教師對學生體育學習態度的影響
（一）教師對體育學習態度三層面的影響，都具有差異，達.05的顯著水準。
（二）教師對學生興趣層次的影響途徑：主要是教學態度與風格。

關鍵詞：體育教師，價值取向，學生思考，學習態度

The purpose of this study was to identify and examine the impact of teachers’ value orientation toward students’ thinking and attitudes in the physical education classes.
The participants were 4 physical education teachers and their 212 junior college students. The subjects were studied for a period of two-semester using a variety of data-gathering procedures. Q-sort techniques, questionnaires, interviews and videotapes of physical education classes were used to collect data.
The results were as follows:
1. Compare the teaching activities of physical education teachers with different value orientation.
(1) Teaching activities: significant differences were found among the four teachers in decision making for teaching objectives, but no significant differences in contents selection and teaching behaviors.
(2) The impact of value orientation toward teaching activities: evidence revealed that the most influential dimension by value orientation was the objective dimension, followed by content selection, and the teaching behavior.
2. The impact of teachers with different value orientation toward students’ thinking in physical education classes.
(1) Among the four groups of students, significant differences were found in perception, but no significant differences in attention and learning strategy dimension.
(2) The way the teacher’s influence over students’ thinking: in the area of attention dimension, it is mainly through the teaching style,attitude and subject contents; in the area of objective perception dimension, it is mainly through affective objectives; finally in the area of learning strategy, the influence is barely minimum.
3. The impact of teachers with different value orientation toward students’ learning attitudes in physical education classes.
(1) There were significant differences in all three dimensions of learning attitudes in physical education classes.
(2) The main way of teachers influence students’ interest in physical education classes was teaching style.

Key words: physical education teacher; value orientation; student thinking;
learning attitude.

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