Health and obesity problems turned received with high concern and important issues in education. Martial Arts was regarded as the traditional treasure of the Chinese society and passed from generation to generation. The purpose of this study was to investigate the teaching practice of Martial Arts in different cities. These cities had experienced reform works in the past few years and initiated with different expectations in learning. The observation helped to formulate a better understanding of teaching Martial Arts in modern time. This study was conducted in the city of Nanjing, Wuhan, Beijing and the two Special Administrative Cities of Hong Kong and Macau. During the observation, the teaching was recorded through video means in classes conducted in the primary school in Hong Kong and Nanjing (two lessons), high schools in Wuhan (two lessons) and university class in Beijing and Macau (four lessons). The research result indicated that the differences of Martial Arts lesson in Hong Kong and Nanjing. Classes in Hong Kong adopted the Guided Discovery Style (F Style) and the Command Style (A Style) as the dominant method in teaching while classes in Nanjing adopted the Command Style (A Style) and the Practice Style (B Style). The observation indicated a better evaluation from Hong Kong students on the related attitudes and values, cognitive learning and knowledge than students from Nanjing. There were no differences between the two classes observed in Wuhan with Command Style and Practice Style as the dominant method in teaching. There were differences in the teaching between classes from university in Beijing and Macau. Macau teachers adopted the Reciprocal Style plus the Command Style in teaching while teaching Beijing adopted the Practice Style plus Command Style. It was observed that the different styles related to the diversified learning experiences in Martial Arts. The same teaching style appeared in China indicated a similar response from students in different areas of learning.

伴隨著一些社會因素的產生，體育教育的職能也隨之發生改變，如近來兒童 肥胖等現象的加劇，使得“終身體育”、“健康第一”成為體育教育的教育目標。中 國武術作為中華民族的瑰寶，世代相傳經久不息，中國武術在學校中，作為體育 教育的分支，以體育目標為基礎。本研究主要探討不同地區的武術教學模式與體 育目標達成情況，通過比較不同教學模式之間的差異，可以讓我們更加清晰的了 解不同的教學模式，以期尋為武術教學尋求出更好的教學模式。 本研究選取中國大陸地區南京、武漢、北京以及中國的兩個特別行政區香港 與澳門，其中香港、南京為小學武術課（兩節），武漢為中學武術課（兩節）， 北京、澳門為大學武術課（四節），共 8 節武術課，請當值教師拍攝下整堂武 術課，下課後給予學生發放問卷，學生填寫完畢後收回。 研究結果表明：香港、南京的小學武術課教師採用的教學模式有明顯差異， F 式導引式、A 式命令式（香港）在運動相關的價值觀及態度、活動智識及認 知能力發展的兩個依變量達顯著水平（p < 0.05），顯著高於 A 式命令式、B 式 練習式（南京）。武漢的中學 A 、B 班武術課教師採用的教學模式相同，教學 模式為 A 式命令式、B 式練習式。北京、澳門大學武術課教師採用的教學模式 有差異，北京的大學教師採用的教學模式以 B 式練習式、A 式命令式為主，澳 門的大學教師採用的教學模式以 A 式命令式、C 式互惠式為主；在體育目標六 個依變量中無顯著差異。南京小學、武漢中學、北京的大學相同的教學模式不同 教育程度在體育目標六個依變量中無顯著差異。 關鍵⫿：武術、教學模式、Mosston教學光譜