緒論：後現代主義思想潮流影響社會多元的價值思考模式，充斥在教育體系之間， 教育主管單位不能再用傳統思維引導教師教學，教師更不能用現在性思維來教育未來的 學生，須透過後現代的核心概念來啟發學生，檢視自身的教學，避免再陷入另一種霸權 的形式，因此，體育教師不應該只著重在傳統固有的教學模式，須秉持著質疑、反省、 批判的態度，勇於挑戰權威，給予學生多元的學習內容，為朝向進步社會狀態重新建構 嶄新的面貌。檢視國內外相關文獻，尚未發現以後現代為範疇、以體育教師為對象、以 信念為主題之實證研究，因而探討本研究主題，實有其必要性與價值性。本研究目的乃 在編製後現代思潮下體育教師信念指標，以符合時代創新之變革，追求更好的教學品質。 方法：透過文獻分析、10 位教育行政及學校體育教師參與三次焦點團體座談、2 位體育 及教育領域教授進行深度訪談、10 位專家學者實施修正式德懷術 (Modified Delphi Method) 及層級分析法 (Analytic Hierarchy Process, AHP)，歷經等五階段創編指標，從無 到有、從自編到專家檢視，再輔以統計方式加以確認各指標之內涵。結果：本研究結果 歸納出「多元」、「反省」、「批判」、「創新」等4 項二級指標與29 項三級指標，此4 項二 級指標權重值分別21.8%、23.5%、15.2%、39.6%，「創新」權重排序最高。結論：本研 究所建構之後現代思潮下體育教師信念指標具有良好的信效度，未來可作為評估在後現 代思潮下體育教師信念之用。

Introduction: The trend of postmodernism has an impact on the pluralistic value thinking modes in the society. The trend floods in the educational system, therefore, neither the traditional thoughts shall be adopted by educational competent units to guide teachings, nor the current thoughts be applied by the teachers to educate the future students. Instead they shall enlighten students with core concepts of postmodernism, reflect on their teaching to avoid being caught in another form of hegemony. In consequence, the PE teacher shall not only focus on the traditional and well-established teaching modes, but also uphold a skeptical, introspective and critical attitude and be encouraged to challenge authority to present students with more diversified learning contents and build a brand-new outlook for moving towards more advanced social state. No empirical researches based on postmodernism, taking PE teachers as objects, focusing on belief have been found in domestic and oversea relevant documents which, therefore, makes the discussion over the research topic imperative and worthwhile. This research focuses on establishing belief indices for PE teachers in the setting of postmodernism to keep in compliance with the change of epoch innovation and pursue for better teaching quality. Methods: Through literature analysis, three times the focus group discussions jointed by 10 educational administrators and school PE teachers, the depth interviews with two PE professors, Modified Delphi Method (MDM) and Analytic Hierarchy Process (AHP) formally implemented by 10 experts and scholars after these five stages construct indices. The connotation of each index independently developed from nothing, going through expert’s inspections will be confirmed in statistical way. Results: The results of this study summarized 4 second-level indices and 29 third-level indices for PE teachers’ beliefs under the postmodern thoughts. There were 4 second-level indices included "Multiple", "Reflection", "Criticism" and "Innovation", and the weight analysis calculations were 21.8%, 23.5%, 15.2%, 39.6% by sequence. The "Innovation" was the top ranking. Conclusion: To conclude, that each of these indices has a well-considered method with fair validity and reliability. It can be used to evaluate beliefs for PE teachers under postmodern thoughts.