「行動-反思」學習於體育系籃球課之應用─學生批判思考探究
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2012
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本研究旨在透過「行動-反思」學習模式於大學體育系一年級籃球課之教學，了解學生在「行動-反思」的學習過程中，其批判性思考意向與能力的情形。本研究採準實驗前後測設計，以臺北市國立臺灣師範大學體育系一年級的學生做為研究參與對象，進行1學期共18週「行動-反思」籃球學習課程，並於教學實驗前、後進行批判思考意向與批判思考能力前、後測。在統計方法採用相依樣本t考驗進行前、後測顯著差異考驗。在教學實驗過程中，以參與觀察法與訪談法針對學生小組意見論辯蒐集資料，並透過言談分析法分析小組言談資料。本研究結論為：一、「行動-反思」學習策略對於提升體育系學生在「系統性與分析力」、「心胸開放」、「智識好奇心」、「整體與反省」的整體批判思考意向具有成效。二、「行動-反思」學習策略對於提升體育系學生批判思考能力在「推論」、「演繹」、「論證評鑑」、「整體批判思考能力」具有良好成效。三、「行動-反思」學習策略有助於體育系學生在學習過程中，透過小組團體成員的互動和行動與反思的往返辯證，有助於學習者批判思考的展現。
The purpose of this study was to explore students’ critical thinking processes during the learning cycle. The participants of the study were twenty freshmen selected basketball as major in National Taiwan Normal University, who participated in 18- week Action-Reflection learning approach basketball program in a semester. All participants completed the critical thinking abilities and critical thinking disposition test assessed by pre/post test. The quantitative data was analyzed by independent t-test. The qualitative data collection instruments used in this study were participant observation, interviews and discourse analysis. The researcher collected information through discussing strategies in small groups, and using discourse analysis in accordance with the opinions of debating from one of those groups. The following were the results of this study: 1. Action-reflection learning approach improved PE-major students’ critical thinking disposition, systematicity and analyticity, openness and empathy, intellectual inquisitiveness, holistic and reflection. 2. Action-reflection learning approach enhanced PE-major students’ critical thinking abilities, inferences, deductions, and evaluations. 3. Action-reflection learning approach helped PE-major students to show critical thinking positively in the learning process, through the interaction with the members in small groups and action reflection on cycle.
The purpose of this study was to explore students’ critical thinking processes during the learning cycle. The participants of the study were twenty freshmen selected basketball as major in National Taiwan Normal University, who participated in 18- week Action-Reflection learning approach basketball program in a semester. All participants completed the critical thinking abilities and critical thinking disposition test assessed by pre/post test. The quantitative data was analyzed by independent t-test. The qualitative data collection instruments used in this study were participant observation, interviews and discourse analysis. The researcher collected information through discussing strategies in small groups, and using discourse analysis in accordance with the opinions of debating from one of those groups. The following were the results of this study: 1. Action-reflection learning approach improved PE-major students’ critical thinking disposition, systematicity and analyticity, openness and empathy, intellectual inquisitiveness, holistic and reflection. 2. Action-reflection learning approach enhanced PE-major students’ critical thinking abilities, inferences, deductions, and evaluations. 3. Action-reflection learning approach helped PE-major students to show critical thinking positively in the learning process, through the interaction with the members in small groups and action reflection on cycle.
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言談分析, 體育系學生, 批判思考意向, 批判思考能力, 籃球, discourse analysis, PE students, critical thinking disposition, critical thinking abilities, basketball