理解式球類教學法對國中學生巧固球學習效果之研究

Abstract

本研究目的是透過理解式球類教學法(TGfU)探討國中學生對巧固球運動之認知、情意、技能與比賽表現的學習效果,並深入瞭解師生對巧固球學習效果的知覺情形。研究對象為北台灣某國中九年級學生,男生19位,女生18位,共37位學生。以理解式球類教學之課程設計,實施12節巧固球教學研究,並配合巧固球認知測驗、體育課情意量表、技能測驗與比賽表現評量(GPAI)。以獨立樣本t考驗、相依樣本t考驗對量化資料進行統計分析;另以半結構性訪談蒐集質性資料,並採用持續比較法進行內容分析。經理解式球類教學法巧固球後,研究結果為:(一)學生的認知、情意、技能、及比賽表現皆有顯著的進步,達顯著差異。(二)不同性別學生的認知、情意、技能、及比賽表現皆有進步,但沒有差異。(三)學生都認為在巧固球學習效果上有明顯的進步,皆持肯定與喜愛的態度,同時也希望理解式球類教學法能廣泛地應用在其他運動項目的教學課程。(四)教師指出使觀念更為清楚,不僅易引起學生的學習動機、興趣及增加成就感外,並透過團隊合作提高了學習效果,同時更可肯定理解式球類教學法值得推廣與應用。根據本研究發現可供體育老師、師資培育機構在體育教學上做參考,並建議未來可建立理解式球類教學法的相關資料庫或網站。
The purpose of this study was to investigate the learning effects of Teaching Games for Understanding (TGfU) on tchoukball learning among the junior 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 six weeks of 12 lessons of tchoukball instruction. Thirty-seven junior high school students (19 males and 18 females) volunteered to participate in this study. Pretest and posttest were administrated 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 and independent t test. The qualitative data were collected by semistructured interviews and analyzed using constant comparison method. The results were as follows: (1) There were significant learning effects on cognitive, affective, objective skill and game performance for all students. (2) The learning effects on gender were not significantly different on cognitive, affective, objective skill and game performance. (3) Students thought that they showed obvious progress in tchoukball learning and positive attitude about TGfU teaching. They also wished that TGfU could be used in other sports. (4) The teacher pointed out that if students had a better understanding of the concept, it would motivate their motivation and interests, and enhance their achievement. Through teamwork, the effect of learning was improved. The teacher approved to the promotion of TGfU application in school. The findings of this study could be used as a base of reference for physical education teachers, teacher education and other related units in selecting physical education teaching method, as well as the set up of database and website of TGfU.

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Keywords

理解式球類教學法, 巧固球, 學習效果, 知覺, Teaching Games for Undertanding(TGfU), tchoukball, learning effects, perception

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