體驗學習取向體育課程對國中生團隊凝聚力之影響—以競爭類型運動為例

Abstract

本研究旨在探究體驗學習取向體育課程對於國中生團隊凝聚力之影響，採質量混合之研究設計，研究目的除了探討課程隊國中生團對凝聚力之影響，同時也探討學生對課程主觀的學習體驗以及教師的課程實施歷程。研究方法以競爭類型運動為主題，設計8節課之體驗學習取向體育課程方案，針對新竹縣某國中八年級共15位學生進行授課，為檢驗體驗學習取向體育課程之成效，除了以團隊凝聚力量表進行前後測驗外，另透過立意取樣方式對其中6為學生進行半結構式訪談。研究計畫執行後，依據課程前測、後測之量化結果、6位參與者之訪談紀錄、全體參與者之回饋資料、教師課堂省思紀錄，進行歸納與分析。最後根據研究結果進行討論，並提出具體建議，以作為未來相關課程發展及實踐之參考。研究結果發現：1.體驗學習取向體育課程對於國中生團對凝聚力具備正向影響，參與課程學生在「團隊凝聚力量表」之後測分數顯著高於前測分數，且在訪談紀錄及回饋資料中對團隊凝聚力的變化給與正向回饋2.參與課程的學生普遍表現出積極的學習態度，並對課程內容與學習過程給予高度肯定，顯示出良好的學習體驗3.教師在實施體驗學習取向體育課程的過程中，面臨時間掌控、課程活動設計及引導反思等三個主要挑戰，通過滾動式修正與教學策略的應用，教師有效改善課程品質，提升整體教學效果。This study aims to explore the impact of an experiential learning-oriented physical education curriculum on junior high school students' team cohesion. A mixed-methods research design was employed. The objectives of the study were not only to examine the influence of the curriculum on students' team cohesion but also to investigate students' subjective learning experiences and the teacher's implementation process.The research method involved designing an 8-session experiential learning-oriented physical education curriculum centered on competitive sports. The curriculum was implemented with 15 eighth-grade students from a junior high school in Hsinchu County. To evaluate the effectiveness of the experiential learning-oriented curriculum, team cohesion was measured using a pre- and post-test with the Team Cohesion Scale. Additionally, six students were selected for semi-structured interviews through purposive sampling. After the implementation of the research plan, the results were analyzed based on quantitative data from the pre- and post-tests, interview records of the six participants, feedback from all participants, and the teacher’s classroom reflection notes.The results revealed that: 1) The experiential learning-oriented physical education curriculum had a positive impact on students’ team cohesion. The post-test scores of the students on the Team Cohesion Scale were significantly higher than the pre-test scores, and positive feedback on changes in team cohesion was found in the interview records and feedback data. 2) Students generally exhibited a positive learning attitude and highly affirmed the curriculum content and learning process, indicating a good learning experience. 3) During the implementation of the experiential learning-oriented physical education curriculum, the teacher faced three main challenges: time management, activity design, and guiding reflection. Through continuous adjustments and the application of teaching strategies, the teacher effectively improved the course quality and enhanced overall teaching effectiveness.