多元智慧取向的合作學習在國中籃球課程學習成效與態度之研究

Abstract

多元智慧取向的合作學習在國中 籃球課程學習成效與態度之研究 研 究 生：朱瓊芳 指導教授：黃清雲 摘要 本研究旨在探討Gardner多元智慧內涵之課程，應用在合作學習與傳統教學中籃球技能學習成效及學習態度情形。為達研究目的，本研究採用不等組前後測設計的準實驗研究法。本研究實驗樣本共計136人，其中合作學習組69人，傳統教學組65人。在實驗教學前兩組皆先進行籃球技能與學習態度前測，實驗組採用合作學習教學依前測成績採異質性分組每組5-6人，控制組採用傳統教學。兩組所操作的變項為教學方法，進行四週的實驗教學之後隨即進行學習成效及學習態度的後測。 兩組研究結果： 一、合作學習組（實驗組）與傳統教學組（控制組）在技能「30秒投籃」方面有大幅進步，前後測成績達顯著差異（P<.05）。 二、合作學習組（實驗組）與傳統教學組（控制組），兩者在技能「30秒投籃」平均數中，實驗組略高於控制組但兩者未達顯著差異（P<.05）。 三、合作學習組（實驗組）與傳統教學組（控制組）在技能「運球後定點投籃動作」方面均有大幅進步，前後測成績達顯著差異（P<.05）。 四、合作學習組（實驗組）與傳統教學組（控制組），兩者在技能「運球後定點投籃動作」平均數中，控制組略高於實驗組但兩者未達顯著差異（P<.05）。 五、合作學習組（實驗組）在學習態度方面，後測成績稍微高於前測成績，但未達顯著差異（P<.05）。 六、傳統教學組（控制組）在學習態度方面有大幅進步，前後測成績達顯著差異（P<.05）。 由上述研究可以歸納，兩組學生經過實驗教學後，合作學習組與傳統教學組在籃球技能學習上均有良好成效。而學習態度的表現，傳統教學組則優於合作學習組之反應。 關鍵字：多元智慧、合作學習The curriculum design of Multiple Intelligences Mode And Cooperative learning in teaching of basketball in Junior high school Researcher: Chu，Chiung-Fang Advisor: Huang，Qing-Yun Abstract The purpose of this study is to investigate the learning achievement of corporate learning and traditional learning on basketball skill learning and students’ learning attitudes when these courses are based on the multiple intelligences proposed by Gardener. To achieve the purpose, this study apply an unequal group pretest and posttest design .A total of 136 samples are divided into two groups of which 69 are in the experimental group and the rest of 65 are in the control group. Before the experimental teaching, both groups are given pre-study evaluation on basketball skills and learning attitudes. Based on the pre-study evaluation, students in the experimental group are further heterogeneously divided into smaller teams with an average of five to six students in each team. The variant of this experiment is the teaching methods. Corporate learning method is used in the experimental group, while traditional teaching method is used in the control group. After four weeks of the learning experiment, posttest of learning achievements and attitudes of the students are immediately evaluated. The results indicate that: 1. The experimental group and the control group show significant improvement on their “30-second shoot.” (P<.05) 2. On the 30-second shoot, the average performance of the experimental group is slightly higher than that of the control group, but both fail to reach the significance level. 3. Both groups show considerable improvement on their dribble-jump stop- shooting and reach the significance level. (P<.05) 4. On the dribble-jump stop- shooting, the average performance of the control group is slightly higher than that of the experimental group, but both fail to reach significance level. (P<.05) 5. On the learning attitudes of the experimental group, the posttest is slightly higher than pretest but fail to reach the significance level.(P<.05) 6. The control group has great improvement in learning attitudes and also reaches the significance level. (P<.05) In conclusion, we find that after the experimental teaching the group of cooperate and group of traditional learning performs both well. As to the learning attitudes, the group of traditional learning responses better than the cooperate learning.

Keyword: multiple intelligences, corporate learning