本研究的目的在探討目標取向與運動樂趣的相關，以及不同性別在目標取向、運動樂趣上的差異。研究對象為私立元培聲字303名學生，其中男生104名，女生199名。所採用的量表以「身體活動樂趣量表」(Kendzierski & DeCarlo， 1989)測驗學生參與運動時的樂趣程度。以及「運動目標取向量表」(季力康，氏的)，測量學生在運動情境中工作取向與自我取向的特質傾向。以上量表均於體育課中，全體施測。結果顯示:1.在目標取向中的工作取向與運動樂趣主正相關。亦即工作取向上的得分愈高其運動樂趣亦愈高，且在女生的工作取向上與運動樂趣途顯著相關。而在男生的目標取向上則與運動樂趣則無顯著相關。2.不同性別在運動樂趣上，男生擷著高於女生。 3.不同性別在目標取向土，男、女無顯著差異。 由本研究調查得知，目標取向中的工作取向與運動樂趣有顯著的相關存，而在未來大字的體育課程中有可能面臨選修的情況下，如何能讓學生於體育課程中獲至最大的樂趣，依本研究的調查結果建議:在體育的課程中，對於體育活動上的教學，體育教師若儘量能以著重教學的過程，而對體育課程中的運動技街學習，以動作學習的精熟、進步(工作取向)為教學的目標，同時避免過於強調、重視學習的結果(自我取向)，相信如此的體育教學對於學生參與運動的樂趣，可能會有較積極、正面的影響。

The purpose of this study is to investigate the relationships of goal orientation and enjoyment， and investigate the difference between goal orientation and enjoyment in sport on different gender. subjects are come from Private Yuan♂ei Medical Junior College (N = 303， Male = 104， Female = 199). This study adopts "Physical Activity Enjoyment Scale" to test the levels of enjoyment when doing exercise， and "goal orientations in sport scale" to measure the characteristics of task and ego orientation of student in sport climate both scale mentioned above are filled up by students in PE course. The result of this study is as following: 1. Task orientation and enjoyment are in positive. correlation in goal orientation. In other words， The more scores the task-orientation subjects get， the higher sport enjoyment they have. 2. There is a significant difference between male and female in enjoyment scale. Males are significanty higher than female. 3. there is no significant difference in goal orentation between different gender. From the results of this study， We know there exists a rather significant correlation between task orientation and enjoyment in goal orientation. In the uneven the crisis of PE course becoming an elective course， PE teachers should aggressively construct an learning climate of task orientation for students to attain greatest enjoyment in PE course. PE teachers should pay attention to student' ，llning processes which emphasize skill improvement， and mastery， in stead of overemphasis on the performance or outcome. I ensure thattask-oriented teaching will students have a more positive active， and enjoyable learning.