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An action research of Implementing learning community in the middle school PE classes─ A case of basketball learning
|Abstract:||本研究目的在於將學習共同體的理念融入國中體育課，藉由行動研究方案的設計與實施，解決學生在課堂上「從學習中逃走」的問題，並發展出因應之方法及策略。本研究採行動研究法，針對研究者任教的七年級班級1班為研究參與班級，全班共27位學生 (男生14位、女生13位)，進行10節課 (450分鐘) 之籃球教學，教學過程全程錄影，並實施正式訪談及相關圖文等資料之蒐集。資料採持續比較法後，獲得以下結論：一、學生在體育學習共同體的學習情形：透過規則的限制，學生參與活動、傳接球的機會皆有所提升；單元教學目標「快攻」在最後的單元教學評量中，有出現但不多；在情意方面，學生缺乏個人的情緒管理、聆聽他人聲音、尊重他人及關懷他人的素養。二、體育課學習共同體中教師單元設計情形：透過比賽規則的修訂，增加學生在參與機會，並提升團隊向心力，藉以解決學習中逃走之問題；持續轉變教學型態，及教師教學信念，以學生的學習為中心，藉以改變學生學習的方式，創建學習共同體。三、師的省思與成長：改變學生的學習方式與教師的教與學的方式是困難的，但唯有改變了，學生才能真正達到學習，老師才能夠成為學習的專家。|
The purpose of this study was to blend the ideas of learning community into physical education classes. By designing and implementing an action research about learning community, this study attempted to solve students’ problem of “escaping from classes,” and to develop the coping teaching methods and strategies. Action research was utilized to be the methodological approach. Participants (14 male and 13 female) came from one seventh-grade class whose physical education teacher was the researcher himself. Ten classes (each 45 minutes) was implemented and videotaped; and after that, data including individual interviews and related archives was collected. Consistent comparison was used as analysis method and concluded with following points: (1) students learning in learning community: through the limitations of game rules, students’ opportunities of participating into activities and passing/catching a ball were relatively promoted; the performance of fast break which is the psychological purpose of our lessons showed in the last few units, but the frequency of this performance was not regular; in the affective dimension, the literacy about emotion management, listening others’ voices, and respecting and caring others was still under-developing. (2) lessons designing in learning community: with the aim of solving problem of “escaping from classes,” game rules were revised to eventually improve the opportunities of students’ participations and the centripetal force of each groups; teacher kept on changing his own teaching styles and faiths for constructing the learning environment of learning community. (3) the development and reflection of teacher/researcher: it was very difficult to change the styles of student’s learning and teacher’s teaching and learning; but it’s also because of all the changes, real learning could be achieved by students themselves and then teachers could become the real experts of learning.
|Appears in Collections:||學位論文|
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