理解式球類教學法對高中生合球學習效果之研究
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2006
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體育教學的目標在於增進學生運動參與的機會及培養學生享受運動的樂趣，並養成終生運動的習慣，而多元化的教育改革與創新的教學方法，有助於改善教學品質與提昇學生的學習效果。本研究的目的是透過理解式球類教學法（TGfU）探討高中學生對合球運動之認知、技能、情意與比賽表現的學習效果，並深入瞭解不同運動技能水準學生對合球運動學習效果之知覺差異情形。研究對象為臺北市某高中三年級學生共38位，其中包括男生18位，女生20位。以理解式球類教學法之課程設計，實施五週共10節的合球教學介入，並配合合球認知測驗、技能測驗、體育課情意量表與比賽表現評量（GPAI）進行前、後測驗。以相依樣本t考驗、獨立樣本t考驗與共變數分析對量化資料進行統計分析；另外以半結構訪談方式，進行質性資料的蒐集，並採用持續比較法進行內容分析。經過理解式球類教學法的合球教學後，所得研究結果包括以下四點：（一）高中學生在認知表現後測成績（78.68＞46.18）、整體技能表現後測成績（83.42＞75.00）與比賽表現後測成績（57.56＞28.89）三方面，皆達顯著差異水準；（二）男生在認知表現後測成績（80.42＞47.50）與比賽表現後測成績（64.84＞35.90）上，與女生的認知表現後測成績（77.13＞45.00）與比賽表現後測成績（50.29＞21.88），皆達顯著差異水準；（三）男生的傳球技能與比賽表現的學習明顯優於女生，但認知表現、投籃技能與情意表現的學習狀況則無顯著差異；（四）不同運動技能水準學生對認知、技能與比賽表現學習效果的知覺情形，皆有明顯的進步。理解式球類教學法能促進高中生對合球運動的學習效果，也能提昇不同運動技能水準學生對合球運動學習效果的知覺。根據研究發現，建議未來可建立理解式球類教學的相關資料庫，作為體育教師與師資培育機構在體育教學上的參考。
The goal of physical education is to improve the opportunity of student participation in physical activity and enjoy the fun of exercise, as well as develop the life long exercise habit. Multiple perspectives of innovative education and teaching methods enhance the teaching quality and learning. The purpose of this study was to investigate the learning effects of Teaching Games for Understanding (TGfU) on Korfball learning among the senior high school students. The study also aimed at examining the different learning effects among the students with different skill levels. This study used a mixed methodology to examine the learning effects of TGfU through five weeks of 10 lessons of Korfball instruction. Thirty-eight senior high school students (18 males and 20 females) volunteered to participate in this study. Pretest and posttest were administration using cognitive test, objective and subjective skill test, affective test, and Game Performance Assessment Instrument (GPAI). The quantitative data were analyzed by pair-samples t test, independent t test and ANCOVA (analysis of covariance). The qualitative data were collected by semi structured interviews and analyzed using constant comparison method. The results were as follow: (1) There were significant learning effects on cognitive posttest (78.68>46.18), skill posttests (83.42>75.00) and game performance posttest (57.56>28.89). (2) There were significant learning effects on cognitive performance posttest (80.42>47.50) and game performance posttest (64.84>35.90) for males and cognitive performance posttest (77.13>45) and game performance posttest (50.29>21.88) for females. (3) Males performance on passing and the game performance were significantly better than females but there were no significant learning effect on cognitive, shooting skill and affective performance. (4) There were significant perceived learning effects on cognitive, skills, affective, and game performance among students with different skill levels. The study found that TGfU could improve the learning effects on Korfball for students and perceived learning effects for high and low skilled students. Research findings could be used to build a reference database of TGfU for physical education teachers and teacher education program in invasion games instruction.
The goal of physical education is to improve the opportunity of student participation in physical activity and enjoy the fun of exercise, as well as develop the life long exercise habit. Multiple perspectives of innovative education and teaching methods enhance the teaching quality and learning. The purpose of this study was to investigate the learning effects of Teaching Games for Understanding (TGfU) on Korfball learning among the senior high school students. The study also aimed at examining the different learning effects among the students with different skill levels. This study used a mixed methodology to examine the learning effects of TGfU through five weeks of 10 lessons of Korfball instruction. Thirty-eight senior high school students (18 males and 20 females) volunteered to participate in this study. Pretest and posttest were administration using cognitive test, objective and subjective skill test, affective test, and Game Performance Assessment Instrument (GPAI). The quantitative data were analyzed by pair-samples t test, independent t test and ANCOVA (analysis of covariance). The qualitative data were collected by semi structured interviews and analyzed using constant comparison method. The results were as follow: (1) There were significant learning effects on cognitive posttest (78.68>46.18), skill posttests (83.42>75.00) and game performance posttest (57.56>28.89). (2) There were significant learning effects on cognitive performance posttest (80.42>47.50) and game performance posttest (64.84>35.90) for males and cognitive performance posttest (77.13>45) and game performance posttest (50.29>21.88) for females. (3) Males performance on passing and the game performance were significantly better than females but there were no significant learning effect on cognitive, shooting skill and affective performance. (4) There were significant perceived learning effects on cognitive, skills, affective, and game performance among students with different skill levels. The study found that TGfU could improve the learning effects on Korfball for students and perceived learning effects for high and low skilled students. Research findings could be used to build a reference database of TGfU for physical education teachers and teacher education program in invasion games instruction.
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Keywords
理解式球類教學法, 合球, 學習效果, Teaching Games for Understanding (TGfU), korfball, learning effects