個人與社會責任模式融入理解式球類教學模式的教室生態與學習效果之行動研究

Abstract

本研究之目的在於透過個人與社會責任 (TPSR)模式融入理解式球類教學 (TGfU)模式的守備/跑分性球類教學，描述與詮釋國小體育課的教室生態，瞭解國小學生情意與比賽表現的學習效果，透過行動研究的歷程，發展TPSR融入TGfU教學模式。研究參與學生為研究者原授課五年級學生1班，男生16人、女生13人，合計29人，實施20節守備/跑分性球類教學。針對教學的過程進行錄影，以修正性任務結構觀察系統分析TPSR融入TGfU教學活動。以國小體育課責任感量表、比賽表現評量工具進行前後測驗，所得量化資料採獨立樣本t考驗與相依樣本t考驗加以處理。教學介入期間，進行參與觀察、學生訪談、教師反省札記以及蒐集學習單、戰術討論表等多元質性資料，採用持續比較法進行歸納與分類。結果：1.教學後期的熱身、管理、等待、告知與認知/社會的任務時間比教學前期明顯減少；精練、延伸與應用的任務時間明顯增加；轉移與教學的任務時間沒有差異。2.TPSR融入TGfU的教室生態主要分為組織與管理學生、對話與分享、好玩的遊戲、提問與反思以及遊戲的技能。3.TPSR融入TGfU教學後，學生的助人、合作與領導以及整體責任表現有明顯的進步，尊重、努力與自我導向的責任表現沒有顯著進步，不同性別學生沒有顯著差異。4.TPSR融入TGfU教學後，學生的做決定、技能執行、位置調整與整體比賽表現有明顯的進步，不同性別學生的比賽表現學習效果沒有顯著差異。5.在實施TPSR融入TGfU教學時，教師依據所面臨的問題，採用多元的教學策略來促進學習效果。6.TPSR融入TGfU教學模式的要素包含對話與實踐、遊戲或比賽、討論與反思、技能的演練等四個教學形式。本研究最後依據研究結果提出建議，希冀對TPSR融入TGfU教學模式的實務應用與理論發展產生更多實質的貢獻。The purpose of this study was to describe and interpret the instructional ecology, and investigate the learning effects of Teaching Personal and Social Responsibility (TPSR) integrated into Teaching Games for Understanding (TGfU) in elementary physical education class. The instructional model was developed through action research approach. The participants were 29 (male = 16; female = 13) fifth graders taught by the researcher using 20 fielding/run scoring games lessons. The teaching process was videotaped and the teaching activity was analyzed by modified task structure observation system. Pre-test and post-test were administrated using Games Performance Assessment Instrument (GPAI) and Primary School Students’ Responsibility in Physical Education Scale. These quantitative data were analyzed statistically by independent t-test and paired-samples t-test. During teaching intervention, qualitative data were collected from participant observation, teaching reflective diary, student interview, student learning sheet, and games tactics discussion sheet. These multiple data were analyzed using Constant Comparison Method. Results showed that:1. Warm-up, management time, waiting, informing and cognitive/social tasks decreased significantly towards the end of the teaching unit, while refining, extending and applying tasks increased significantly. There was no significantly difference on transitions and instruction time. 2. Five main categories of instructional ecology were identified: organization and management of students, awareness talk and sharing, fun games, questioning and reflection, and play skill. 3. Significant learning effects were found for students on helping others, cooperation and leadership level of personal and social responsibility performance but no significant learning effects on respect, effort and self-direct. There was no significant difference between the male and female students. 4. Games performance for students was significantly improved on decision making, skill execution, adjustment and on the whole. However, no significant difference between males and females students was found. 5. Teacher used diverse teaching strategies to promote learning based on the problems encountered. 6. The elements of the TPSR integrated into TGfU instructional model consisted of awareness talk and practice, play/game, discussion and reflection, and skill practice. According to the results of this study, suggestions were madeto promote practice applications and development of theory of TPSR integrated into TGfU.