臺灣體育班長年以術科訓練為中心，限縮學生投入學業或生涯探索的時間，使體育班存在備受爭議。本研究使用生態系統理論，以範域文獻回顧統整過去臺灣學術界對體育班學生學習情形的討論以及影響學習的因素。本文以「體育班」於國立臺灣師範大學圖書館資源整合查詢系統搜尋相關標題及主題術語，自篩選後的25篇文獻中了解到在宏觀系統中，影響學生學習的有升學至上的價值觀及社會對運動員的刻板印象；外部系統則有體育班制度、學校經費資源、及學校行政端；中介系統則是術科與學科的拉鋸以及教師在教材上的取捨；最後在微觀系統，同儕、教師、教練及家人皆造成影響。結果發現，體育班學生在臺灣教育體系中實屬弱勢，建議未來可參考弱勢族群研究為方向。實務上，建議相關單位擬訂有關學生運動員「雙重身分」之指引，讓整個生態系統成為體育班學生的最佳後盾。

The longstanding emphasis on specialized training in Taiwan's sports talent classes has drawn controversy, as it restricts students' time for academic engagement and career exploration. Employing Ecological Systems Theory, this study conducts a scoping review of academic discussions and influencing factors related to the learning experiences of sports talent class students in Taiwan. 25 relevant papers were identified through a search in the National Taiwan Normal University Library's Discovery Service using the term 'sports talent class.' In the macrosystem, prevailing societal values prioritize academic achievement, alongside pervasive stereotypes regarding athletes. In the exosystem, factors such as government policies, school resources and administrations contribute to the challenges faced by students. Within the mesosystem, conflicts arise from scheduling disparities between academic and sports training, requiring teacher adaptations and adjustments to curriculum planning. Lastly, the microsystem highlights the pivotal roles played by peers, teachers, coaches, and family members in shaping students' learning journeys. The results reveal that sports talent class students are indeed disadvantaged within the Taiwanese education system, suggesting that future efforts could draw inspiration from research on disadvantaged groups. In practice, it is recommended that relevant authorities should formulate guidelines for students with a 'dual identity' as both athletes and students, ensuring the entire ecosystem serves as the optimal support system for sports talent class students.