建構主義應用在高中武術教學之研究

Abstract

建構主義應用在高中武術教學之研究

日期：96年1月 研究生：施登堯 指導教授：許義雄

中文摘要 本研究旨在探討在建構取向的武術教學中，學習者建構武術動作技能的歷程與結果。研究採立意取樣方式，以台北市一所公立高中，男性體育老師兩位及三年級一班（男19名，女7名）與一年級四個班級中自願參與研究學生（男11名，女12名），各組參與四次的建構取向教學課程。該課程採取自由共創的學習環境，提供討論、對話、觀摩分享、動作技能練習等教學活動設計；並實施五步拳動作技能測驗，記錄測驗結果。研究資料的蒐集還包括：教學實驗的參與觀察、錄影，教學過程的對話錄音，分組訪談學習者。以上資料分別寫成札記、錄音逐字謄稿等文本。資料的處理方式以紮根理論的編碼程序方式進行編碼分析，使用之編碼策略為資料之顯微檢驗、開放編碼、主軸編碼及歷程編碼。並與動作技能測驗結果進行分析詮釋。本研究結論如下：（一）、從研究的結果得知，建構取向的武術教學應將學習者安置在自主共創的學習情境下，在討論、對話與動作技能練習的互動學習中，建構武術的動作技能與知識。（二）、本研究指出武術動作技能的建構歷程共分成五個階段，分別是探索解讀期、動作完成期、調整精鍊期、動作固定期、詮釋創造期等五個階段。所建構的學習內容五步拳，從動作技能測驗中發現學習者能完整表現五步拳之動作技能。（三）、本研究發現，影響學習者的建構行為要素為：學習者自主性、解讀拳譜、小組討論、合作對話、觀摩分享、動作技能練習與共創學習的情境脈絡。（四）、透過解讀拳譜的學習方式，除了動作技能的認知概念學習之外，能使身體在操作動作概念時內化文字意義，即文字理解具有身體性。學習者要學會動作技能且能把動作技能成為他的運動習慣的一部份，需要文字概念意義與動作概念意義被整個身體所接受與融入身體。

關鍵詞：建構主義、建構取向教學、武術動作技能、質性研究、紮根理論A Study on the Application of Constructivism in Wu Shu Teaching in Senior High School Doctoral Dissertation, 2007.01 Shy Deng-Yau Advisor: Hsu I-Hsiung Abstract The purpose of this study was to examine the process and result of learner’s constructing Wu Shu motor skill within constructivist approach teaching of Wu Shu. This study adopted the purposeful sampling way to select participants from a public high school in Taipei. Two male PE teachers and one third-grade class (19 boys and 7 girls) and a group of volunteers from four classes of the first-graders (11 boys and 12 girls). Each group participated in four PE lessons using the constructivist approach. These lessons adopted the learning situation of free creation, offering the teaching activity design for discussion, talk, sharing, and motor skills practice. Five steps fist motor skill tests were administered. Data were collected through participant- observations of teaching experiment, video-tape recording, tape-recording of talk during the teaching process, and group interview of the learners. These data were prepared as field notes and prescriptions and qualitatively analyzed by coding as suggested in grounded theory. The coding strategies included microscopic examination of data, open coding, axial coding and coding for process. Motor skill tests results were also interpreted at the same time. The results of the study were as follows: (1)Constructivist approach teaching of Wu Shu should place learner under the learning situation of independent creation, in discussing, talk, and mutual learning of motor skill practice, to facilitate the learners to construct motor skill and knowledge of Wu Shu. (2)There were five stages to construct Wu Shu motor skills: exploring and understanding, movement completion, adjusting and refining, movement fixation, interpreting and creating. The learner could perform completely from motor skills tests as it was clearly shown in the constructed learning content of a five steps fist. (3)The factors which influenced the constructive behavior of learners were learner’s autonomy, understanding fist chart, panel discussion, cooperating talk, sharing, motor skill practice, and creative of learning content. (4)Through understanding of fist chart, motor skills cognitive concepts was learned, the literal meaning were internalized while practicing, meaning that the literal understanding possessed physicality. Learners had learned the motor skills well, and made the motor skills become a part of their exercise habits, needed literal concepts meaning and motor concepts meaning to be accepted by whole body and embodied.

Keywords： constructivism, constructivist approach teaching, Wu Shu motor skill, qualitative research, grounded theory