合作學習融入運動教育模式在高中生排球學習成效之研究
No Thumbnail Available
Date
2008
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
合作學習融入運動教育模式在高中生排球學習成效之研究
中華民國九十七年六月 研 究 生 邱稚瑋
指導教授 林靜萍
中文摘要
誘發學生學習動機及營造良好的班級氣氛是提升學習者運動參與中不可獲缺的一環，本研究主要目的是探討以合作學習觀念融入運動教育模式的課程（實驗組）對高中生在排球項目的學習效果、學習動機、班級氣氛與運動比賽表現並與運動教育模式（控制組）進行比較；實驗組41名學生前四週實施合作學習教學，後六週則進行運動教育模式；控制組41名學生實施十週的運動教育模式教學。二組學生在教學前後分別施測「排球認知測驗」、「體育課學習動機與班級氣氛調查表」、「排球發球測驗」、運動比賽表現評量（GPAI），所得資料以相依樣本t考驗、獨立樣本t考驗進行統計分析顯著水準訂在α＝.05，結論如下：
一、實驗組與控制組在高中學生的排球認知表現、技能表現、班級學習動機與班級氣氛、運動比賽表現等方面，均能有效提升學習效果。二、兩組在高中學生排球認知表現沒有差異。三、兩組在高中學生技能表現兩者沒有差異。四、實驗組與控制組對高中學生在學習動機沒有差別，但實驗組在班級氣氛構面上優於控制組。五、實驗組與控制組在運動比賽表現上，實驗組優於控制組。除合作學習之融入之外，本研究亦建議未來在運動教育模式的實施上亦可結合其他教學策略，如理解式教學等，以進一步探討其在各層面之學習效果。
關鍵詞：合作學習融入運動教育模式、排球、學習效果
Research in the learning effects of Cooperation melts into Sports Education model on volleyball in senior high school students Master’s Thesis, 2008.6 Chiou Chih -Wei Advisor: Lin Ching Ping Abstract Encouraging students’ learning motivation and creating satisfactory classroom climate were the most important elements for promoting sports learning. The purpose of this study was to compare Cooperation Learning melts into Sports Education model volleyball course with Sports Education model volleyball course about learning effects, learning motivation, classroom climate and Game Performance. There were 41 students in experiment group received cooperation learning in four weeks, then received Sports Education model in six weeks. The control group were 41 students received ten weeks Sports Education model. These two groups were taking pre-test and post-test in volleyball cognitive, volleyball serve skill, learning motivation and classroom climate and GPAI(Game Performance Assessment Instrument). The data was gathered and analyzed with Pair T-test and T-test, significant level was α.05. The conclusions were as follows: 1. The experimental group and the control group could effectively promote students’ cognitive, skill, learning motivation, classroom climate and game performance. 2. There was no significant difference between experimental group and control group in cognitive. 3. There was no significant difference between experimental group and control group in skill. 4. There was no significant difference between experimental group and control group in learning motivation, but the classroom climate was significant difference between experimental group and control group, experimental group was higher than control group. 5. The game performance was significant difference between experimental group and control group, experimental group was higher than control group. Besides the Cooperation Learning melts into Sports Education model, This were also suggested that unifying other teaching strategies in the Sports Education model in future, like Teaching Games for Understanding (TGfU). Further discuss learning effect in various level. Key words: Cooperation Learning melts into Sports Education model, Volleyball, learning effects.
Research in the learning effects of Cooperation melts into Sports Education model on volleyball in senior high school students Master’s Thesis, 2008.6 Chiou Chih -Wei Advisor: Lin Ching Ping Abstract Encouraging students’ learning motivation and creating satisfactory classroom climate were the most important elements for promoting sports learning. The purpose of this study was to compare Cooperation Learning melts into Sports Education model volleyball course with Sports Education model volleyball course about learning effects, learning motivation, classroom climate and Game Performance. There were 41 students in experiment group received cooperation learning in four weeks, then received Sports Education model in six weeks. The control group were 41 students received ten weeks Sports Education model. These two groups were taking pre-test and post-test in volleyball cognitive, volleyball serve skill, learning motivation and classroom climate and GPAI(Game Performance Assessment Instrument). The data was gathered and analyzed with Pair T-test and T-test, significant level was α.05. The conclusions were as follows: 1. The experimental group and the control group could effectively promote students’ cognitive, skill, learning motivation, classroom climate and game performance. 2. There was no significant difference between experimental group and control group in cognitive. 3. There was no significant difference between experimental group and control group in skill. 4. There was no significant difference between experimental group and control group in learning motivation, but the classroom climate was significant difference between experimental group and control group, experimental group was higher than control group. 5. The game performance was significant difference between experimental group and control group, experimental group was higher than control group. Besides the Cooperation Learning melts into Sports Education model, This were also suggested that unifying other teaching strategies in the Sports Education model in future, like Teaching Games for Understanding (TGfU). Further discuss learning effect in various level. Key words: Cooperation Learning melts into Sports Education model, Volleyball, learning effects.
Description
Keywords
合作學習融入運動教育模式, 排球, 學習效果, Cooperation Learning melts into Sports Education model, Volleyball, learning effects