體育科學中的認知學習對技能學習的影響
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Date
1981-06-??
Authors
黃國義
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Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
The study was conducted during the First Term of 1981. Subjects were 80 male students at the Ho-ping Junior High School, Taipei. According to their Pre-class test results, they were divided homogeneously into 4 groups. Each group received 3 weeks "Basketball Set-Shot" instruction. The teaching methods were:group I: Students were given instructions, demonstration and clue of feed-back.groupII: Students were given instructions, demonstration, However with no clue of feedback. groupIII:Students were given instructions, however with no demonstraction and clue of feedback.grpupIV:Nothing of above mentioned were given.The Purpose of the present research was to investigate:1. The variance from results of teaching Physical Education between cognitive learning and non-cognitive learning.2. The variance among the various Physical Education teaching methods.3. The variance from pre-class test to post-class test of 4 kind of Physical Education Teaching methods.The data were subjected to Analysis of Variance and Posterion Comparisons Newman-Keuls Method. Along with a detailed analysis and discussion, the study drew the following conclusions.1. Teaching Physical education with cognitive learning was signifi-cantly superior to non-cognitive learning (p<.01).2. Teaching Method I was significently superior to Teaching. Method II (p<.01)and superior to Teaching Method III(p<.05)3. Teaching Method II was superior to Teaching Method IV(p<-05)4. Although each teaching method has its strength and weakness, Yet by companing the results of Pre-class test and Post-class test it is found each teaching method have considerable im-porvement(p<.01).