本研究的目的在了解體育師資生學科教學知識。採用質、量並用的研究方法，以一所大學體育系大四學生六十七名，試教指導老師廿六名為研究對象。資料蒐集方法包括概念構圖法、開放式問卷、系統觀察法、訪談法及文件分析。研究資料經歸納整理、分析比較與統計處理後，獲得如下重要結論：
一、體育師資生學科教學知識內涵
(一) 內容知識：教學目標最重視情意目標；對教材概念的理解程度不足；自覺內容知識豐富時能有較佳教學表現。
(二) 課程知識：課程內容選擇權有限；教材來源、教學資源單純；教學較重視活動設計，忽略課程水平組織、垂直組織；受制於標準場地、器材，教具的開發創造能力有待加強。
(三) 教學知識：教學以示範、講述，練習以分組練習為主。有稱讚鼓勵學生概念，少針對動作給予特殊性回饋。體認「組織管理」的重要性，指導教師是其「組織管理」知識的主要來源。
(四) 學生知識：能描述學生特色與好惡，缺乏指導特殊學生的相關知識。
(五) 情境脈絡知識：指導老師、學生及環境是影響師資生教學知識的重要來源，指導教師有正、負面之影響。
二、師資生體育教學知識結構與指導老師無明顯差異。概念內涵的重要性排序，兩班師資生及指導教師一致，最重視「場地器材」。
三、師資生的教學概念隨著實習課程、試教經驗而有所成長，師資生對概念轉變有所知覺，認為概念由理論轉趨實務。
四、不同有效體育教學知識量的師資生，教學行為功能有所不同，教學行為方式沒有差異。
關鍵詞：師資生、學科教學知識、概念構圖

The purpose of this study was to examine the student teachers pedagogical content knowledge in physical education. The participants were 67 student teachers from a university physical education department, and 26 cooperation teachers in physical education teaching practicum. The data were collected using concept mapping, open-ended questionnaires, systematic observation, interview and documentation. After statistic and content analysis, the results were as follows: 1.The content of student teachers’ pedagogical content knowledge: (1) Content knowledge - the most important teaching objectives of student teachers were affective objectives. The understandings of teaching material were insufficient. Those who perceived more content knowledge could perform better. (2) Curriculum knowledge - student teachers had limited authority in teaching content selection. Teaching material source and aids was simple and standard gymnasium (courts) and equipments were scarce. The ability of creating teaching aids needed improvement. (3) Pedagogical knowledge - student teachers’ main teaching behaviors were talk and demonstrate. Group practice was the main strategy for students learning. Student teachers seldom provided specific feedback about motor skill. Student teachers thought management was important in teaching. Cooperative teachers were the main source of management knowledge. (4) Understanding of student - student teachers could describe the character of students but lack of related knowledge about students with special needs. (5) Influential factor of pedagogical content knowledge - students, cooperative teachers, teacher educators, teacher education program, and teaching context. 2. There were no significant difference among student teachers and cooperation teachers. The rank orders of importance of concept content were similar for three groups. 3. Student teachers’ teaching concepts developed by practicum program, and they perceived their concepts changed from theory to practice. 4. Teaching behavior of student teachers with high and low teaching concepts were different in teaching function but no difference in teaching mode. Based on the results, suggestions were provided for practicum system, teacher education program and future research direction.
Key words: student teachers, pedagogical content knowledge, concept mapping

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