Mosston互惠式教學形式應用在國中生急行跳遠之學習成效

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2013

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本研究在於探討互惠式急行跳遠教學對於國中七年級學生學習態度與技能表現之學習效果影響,並比較男女生學習效果的差異。本研究採用行動研究的方法。研究對象為臺北市立某完全中學國中部七年級學生一班,共30(男生18位, 女生12位)位同學。參與研究的教師為研究者本身。實施每節45分鐘,共4週,8節課。以學習態度量表與跳遠技能測驗所蒐集之量化資料採獨立樣本t考驗、相依樣本t考驗與共變數分析加以處理,同時以開放性學習後問卷蒐集質性資料,並以內容分析法加以詮釋。研究結果發現:(一)在互惠式急行跳遠教學後,男生(t= -6.75,p<.05)與女生(t= -6.58,p<.05)的技能表現皆有明顯的進步。(二)在互惠式急行跳遠教學後,不同性別學生(F= .74,p>.05)的技能表現無明顯的差異。(三)在互惠式急行跳遠教學後,男生(t= .12,p>.05)與女生(t= -1.66,p>.05)的學習態度表現無明顯的進步。(四)在互惠式急行跳遠教學後,不同性別學生(F= .02,p>.05)的學習態度無明顯的差異。本研究發現互惠式教學在急行跳遠技能測驗表現上具有良好學習成效且研究參與者也反應出對互惠式教學法的喜愛,此可供體育教師與其他相關單位作為體育教學法選擇方面的參考。
The purposes of this study was to investigate the effects of reciprocal long jump teaching of 7th graders, and to compare the difference on the learning effects between male and female students. This study adopted action research approach. The participants were 30 (18 males& 12 females) high school students in Taipei City. The teaching lasted for 4 weeks, 2 classes per week, 45 minutes per class, and 8 classes in total. The quantitative data from learning attitudes scale and long jump test were analyzed by independent t-test, paired-samples t-test and analysis of variance. The qualitative data were collected from the open-ended questionnaire after the 8th lesson and analyzed by content analysis. The results were as follows: (1) There were significant learning effects on long jump skill for male students (t= -6.75, p<.05) and female students (t= -6.58, p<.05) . (2) The learning effects on gender (F= .74, p>.05) were not significantly different on long jump skill. (3) There were significant learning effects on learning attitudes for male students (t= .12, p>.05) and female students (t= -1.66, p>.05) . (4)The learning effects on gender (F= .02, p>.05) were not significantly different on learning attitudes. These results showed that there were significant learning effects on Mosston reciprocal teaching style for junior high school students' long jump. Meanwhile, it was found that the participants are in favor of Mosston reciprocal teaching style. The findings of this study could be used as a base of reference for physical education teachers and other related units in selecting physical education teaching method.

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行動研究, 急行跳遠, 教學光譜, 互惠式教學, 學習態度, action research, long jump, teaching spectrum, reciprocal teaching style, learning attitude

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