資訊多媒體融入運動教育模式對國中生排球學習動機與學習成效之影響

Abstract

「資訊新視野，體育新思維」，資訊科技融入教學蔚為潮流，亦是我國重要教育政策。本研究旨在比較資訊多媒體融入運動教育模式與運動教育模式教學，對國中生排球學習動機及學習成效之差異。採準實驗法，以某國中七年級兩班學生為研究參與者，一班為實驗組(資訊多媒體融入運動教育模式組，36人)，一班為對照組(運動教育模式組，36人)。研究工具為ARCS動機量表、排球認知測驗卷及動作技能評量表。研究進行八週，實施每週2節，每節45分鐘之排球教學。以描述統計、相依樣本及獨立樣本t考驗進行資料處理，顯著水準訂在α=.05。研究結果如下：一、資訊多媒體融入運動教育模式排球教學前後，學生在整體學習動機及專注力、相關性認知、自信心、滿足感等構面均有顯著提升。二、資訊多媒體融入運動教育模式排球教學前後，學生在整體學習效果及認知、技能表現均有顯著進步。三、運動教育模式排球教學前後，學生在學習動機之專注力與自信心構面有顯著提升。四、運動教育模式排球教學前後，學生在整體學習效果及認知、技能表現均有顯著進步。五、資訊多媒體融入運動教育模式組在學習動機之專注力與自信心構面，顯著優於運動教育模式組。六、資訊多媒體融入運動教育模式組與運動教育模式組，在排球之認知及技能學習效果並無顯著差異。根據研究結果發現，有無資訊多媒體融入運動教育模式教學皆能有效提升國中生排球學習成效，但資訊多媒體融入運動教育模式對學習動機之提升更具成效。

“The new field of information vision, the new thought of sports”, the multimedia technology integrates the teaching is the nowadays tidal current. The purpose of this study was to compare the different learning effects between Multimedia Technology Integration in Sport Education Model(MTISEM) and Sport Education Model on volleyball learning motivation and learning results for junior high school students. The study employed quasi-experiment to collect data. The samples of classroom experiment include four classes in 8th Grade of a junior high school in Taipei City. The two classes (36 students) take multimedia technology integration in SEM as an experiment group; the others (36 students) take SEM in teaching method as a control group. The research tools are ARCS Survey (ARCS), volleyball cognitive test and skill test. The duration of the study is 8 weeks, 2 classes each week and 45 minutes per class volleyball teaching. The data will be analyzed by the descriptive statistics, the paired-samples t test and the independent-samples t test. The results are as follows: First, the result shows that students have obvious significant in motivation, concentration, the relevant cognition, the self-confidence, and the feeling of satisfaction aspects. Second, the result shows that student's whole study effect, the cognition and the skill performance has the remarkable promotion after the implementation of MTISEM. Third, the result also shows that the implementation of MTISEM can promote students’ concentration and self-confidence. Fourth, the result shows that students have remarkable significant in student’s whole study effect which are the cognition and the skill performance. Fifth, compare to the sport education model , experimental group promotes students’ concentration and the self-confidence a lot in physical classes. Sixth, the result shows there isn’t a clear significant in student learning effort between experimental group and sport education model after the implementation. According to the research results, we will provide suggestions about teaching strategies and future related studies, as well as reference for MTISEM teaching.