探討BBL取向體育教學成效及其對教師實務知識的影響
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2012
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本研究旨在探討BBL取向體育教學成效及其對教師實務知識的影響。本研究係以量為主、質為輔的研究取向，採用「多層次取向研究設計」。研究參與教師以立意取樣選取兩個班作為研究參與對象，一個班為實驗組，實施16節BBL取向體育教學；另一個班為控制組，實施16節傳統體育教學。實驗組與控制組在教學前、後均實施個人概念構圖、學習動機及問題解決能力等測驗，以瞭解學生知識理解、學習動機、問題解決的表現，並透過訪談法、課室觀察、文件分析等方法蒐集質性資料，作為量化資料的解釋與驗證。在資料分析方面，量化資料主要是透過相依樣本ｔ考驗、獨立樣本ｔ考驗、單因子共變數分析處理；質性資料則是以持續比較法(constant comparison method)進行資料的分析與歸納。研究結果發現：實驗組在知識理解與學習動機均優於控制組，實驗組的知識理解、學習動機以及問題解決能力在教學後均有顯著進步，而且BBL取向體育教學對實驗參與教師實務知識有明顯的影響。根據前述結果提出研究結論：
一、教師以團隊小組的學習型態建立同學間相互依賴的學習群體，師生間的對話與討論激發學生的批判思考，在放鬆且不具威脅的狀態下，以實際行動架構新的「學習地圖」，拓展自然知識的範疇，提升對籃球相關知識的深層理解。
二、教師以遊戲的方式引導學生學習基本動作，並規劃多元的學習活動，維持挑戰與舒適的動態張力，再以多媒體教學營造新奇且歡愉的學習氣氛，感受「動態的完形」，並發展「學習共同體」來培養反省、深思熟慮以及再組織的能力。
三、規劃真實且新奇的教材內容吸引學生對教學主題的專注力與鑑賞力，經由成員的相互合作營造「社會腦」的學習歷程，並營造友善且支持性的學習氣氛，藉由好奇與期待鼓勵學生思考並開展解決問題的能力，促進主動學習的意願。
四、教師在自我知識、教學知識、班級經營、教育情境等四方面均覺知到BBL取向體育教學的魅力與獨特性。在未來班級經營方面會多使用小組競賽方式，創造彼此學習的機會；在體育教學方面則會適時運用BBL取向體育教學方法，營造放鬆的警戒、和諧的沉浸、主動的參與的教學情境。
根據上述研究結論，本研究針對體育教學與未來研究提出幾點具體建議：
一、體育教學方面
（一）營造以腦為基礎的學習情境以增進學生學習成效。
（二）以「探索」取代「簡化」；以「授權」取代「限制」。
（三）形塑「學習共同體」開啟「體育教學」的另一扇窗。
二、未來研究方面
（一）以協同教學創造更有效的教學成效。
（二）進行後續的追蹤研究以釐清BBL教學效果的延續性。
（三）以科技整合來探索BBL取向體育教學的證據。
The purpose of this study was to examine the effects of PE teaching on Brain-Based Learning and its influence on teacher’s practical knowledge. The study was based on the designs with multilevel use of approaches. The participants in the study were one PE teacher and two classes which are chosen by purposively sampling. Experimental group was give BBL PE teaching, and control group was given PE traditional teaching. Both groups were given Personal Concept Mapping, Learning Motivation test, and test of Problem Solving Ability in Basketball for pre and post-test to examine the effects of different PE teaching. This study was taken qualitative research approach such as semi-structured interview, observation, and document analysis will be adopted, and quantitative data will be conducted with Independent-sample t-test, paired-sample t-test, analysis of covariance, and descriptive analysis to collect and analyze data. The followings were the results: experimental group was achieved better in concept map, learning motivation, and problem solving ability than control group. the conclusions were as following: 1. Within the small-side group, the students were developed social skills through interactions between PE teacher and students, and games are also offered to enrich the environment, which combined with felt-meaning and deep meaning to expand the scope of nature knowledge. 2. PE Teacher creates “relaxed alertness” with games and play to maintain the dynamic tension between challenge and comfort. The students are exposed to “orchestrated immersion” to experience a sense of living wholeness and engage complex and real projects. Meanwhile, the students are in “active processing” that is both personally meaningful and conceptually coherent. That is a path to understanding, rather than simply to memory and also includes the process of reflection, contemplation, and creative elaboration. 3. Novel and challenge materials are given to students to attract the attention and develop the appreciation. Moreover, the human brain is social brain, the students are supported and consolidated in social relationship and a sense of community which contributes to safety, security and relaxed alertness to reduce threat and develop the problem solving abilities. 4. PE teacher have perceived the differences between PE teaching on BBL and traditional PE teaching. As the result, PE teaching on BBL has shown its benefits and uniqueness. To create friendly, safety, and enriching environment, PE teacher prefer BBL more than traditional method to create more teaching effects. Based on above conclusions, few suggestions are provided for PE teaching and other studies in the future. For PE teaching, first of all, PE teachers can try to build the atmosphere with BBL principles to increase the teaching effects. Secondly, PE teaching method should be substituted with “explore” for “simplification” and “empowerment” for “limitation”. Thirdly, build up the “Learning Community” to unfold the possibilities for PE teaching. Besides, For the studies in the future, firstly, team teaching can be engaged to create better teaching effects. Secondly, the follow-up studies can be engaged to examine the continuous effects of PE teaching on BBL. Finally, try to seek the evidences of BBL PE teaching with interdisciplinary cooperation.
The purpose of this study was to examine the effects of PE teaching on Brain-Based Learning and its influence on teacher’s practical knowledge. The study was based on the designs with multilevel use of approaches. The participants in the study were one PE teacher and two classes which are chosen by purposively sampling. Experimental group was give BBL PE teaching, and control group was given PE traditional teaching. Both groups were given Personal Concept Mapping, Learning Motivation test, and test of Problem Solving Ability in Basketball for pre and post-test to examine the effects of different PE teaching. This study was taken qualitative research approach such as semi-structured interview, observation, and document analysis will be adopted, and quantitative data will be conducted with Independent-sample t-test, paired-sample t-test, analysis of covariance, and descriptive analysis to collect and analyze data. The followings were the results: experimental group was achieved better in concept map, learning motivation, and problem solving ability than control group. the conclusions were as following: 1. Within the small-side group, the students were developed social skills through interactions between PE teacher and students, and games are also offered to enrich the environment, which combined with felt-meaning and deep meaning to expand the scope of nature knowledge. 2. PE Teacher creates “relaxed alertness” with games and play to maintain the dynamic tension between challenge and comfort. The students are exposed to “orchestrated immersion” to experience a sense of living wholeness and engage complex and real projects. Meanwhile, the students are in “active processing” that is both personally meaningful and conceptually coherent. That is a path to understanding, rather than simply to memory and also includes the process of reflection, contemplation, and creative elaboration. 3. Novel and challenge materials are given to students to attract the attention and develop the appreciation. Moreover, the human brain is social brain, the students are supported and consolidated in social relationship and a sense of community which contributes to safety, security and relaxed alertness to reduce threat and develop the problem solving abilities. 4. PE teacher have perceived the differences between PE teaching on BBL and traditional PE teaching. As the result, PE teaching on BBL has shown its benefits and uniqueness. To create friendly, safety, and enriching environment, PE teacher prefer BBL more than traditional method to create more teaching effects. Based on above conclusions, few suggestions are provided for PE teaching and other studies in the future. For PE teaching, first of all, PE teachers can try to build the atmosphere with BBL principles to increase the teaching effects. Secondly, PE teaching method should be substituted with “explore” for “simplification” and “empowerment” for “limitation”. Thirdly, build up the “Learning Community” to unfold the possibilities for PE teaching. Besides, For the studies in the future, firstly, team teaching can be engaged to create better teaching effects. Secondly, the follow-up studies can be engaged to examine the continuous effects of PE teaching on BBL. Finally, try to seek the evidences of BBL PE teaching with interdisciplinary cooperation.
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以腦為基礎的學習, 與腦相容的課程與教學, 社會腦, 運動教育模式, 教師實務知識, brain-based learning, brain-compatible curriculum and teaching, social brain, sport education model, teacher’s practical knowledge