概念構圖對體育師資生學科教學知識影響之研究

Abstract

本研究旨在探究概念構圖對體育師資生學科教學知識之成長與影響，透過概念構圖、觀察記錄與訪談法來瞭解其知識結構與影響，另使用概念構圖使用態度調查表來瞭解體育師資生對概念構圖應用之感受。研究以質性方式為主，並輔以量化資料佐證，以國立臺灣師範大學九十八學年度下學期修習體育教材教法的體育師資生為對象，進行為期十二週的實驗教學。根據分析研究資料發現下列三項結果：(一)概念構圖能提升體育師資生學科教學知識結構之學習成效。(二)經由概念構圖實驗教學後，體育師資生其學科教學知識結構更具組織與結構性，且在概念圖的表現上呈現出增加知識結構的廣度與深度。(三)經由概念構圖使用態度調查表發現，體育師資生呈現出中等以上水準之正向接受概念構圖態度。最後，根據本研究結果提供後續研究建議。The purpose of this study was to investigate the progress and impact of the concept mapping to pedagogical content knowledge of the physical education prospective teachers. Through the use of concept mapping, observation and interviews to comprehend the pedagogical content knowledge structure and its influence. Besides, via the attitude questionnaire of the use of concept mapping to understand the reception of applying concept mapping of physical education prospective teachers. The research is mainly qualitative, and be supported by the quantitative data. It targeted the physical education prospective teachers studying in the methods of physical education class in National Taiwan Normal University in the second semester of 2009. And 12-week of experimental research was conducted. Based on the analysis of research data, the findings of this study were as follows : 1. The effect on learning of pedagogical content knowledge structure can be enhanced by concept mapping. 2. By way of the experimental research of concept mapping, the pedagogical content knowledge structure of physical education prospective teachers is more organizational and structural. And in the display of conceptual map shows the increase of the breadth and depth in the knowledge structure. 3. Through the attitude questionnaire of the use of concept mapping, it shows that physical education prospective teachers have the positive and acceptant attitude more than moderate level toward concept mapping. Finally, according to the study findings, providing the follow-up research suggestions.