國小五年級理解式巧固球教學之行動研究

Abstract

本研究的目的主要是以行動研究的方式，探討國小五年級學生實施理解式巧固球教學法在認知與比賽表現的學習效果，同時比較不同性別間的差異情形，深入瞭解參與研究的學生以及教師對於實施理解式巧固球教學上課情形的觀點。參與研究的學生以高雄縣某國小五年級，一班共27位學生，其中男生14位，女生13位，設計10節課的理解式巧固球教學，並配合巧固球認知測驗與比賽表現評量進行教學前、後測驗。在量的資料處理部份，分別以相依樣本t考驗、獨立樣本t考驗對於學生前、後測驗成績進行統計分析；另外在質性資料部份，蒐集教師日誌、教學觀察單、學生心得、師生訪談所得的資料，以三角檢核法進行內容分析。主要的結果如下：（一）實施理解式巧固球教學後，學生在巧固球的認知學習上有明顯的進步，但不同性別學生之間認知學習的效果是沒有顯著差異的。（二）實施理解式巧固球教學後，學生在巧固球比賽表現學習上有明顯的進步，但不同性別學生之間比賽表現學習的效果是沒有顯著差異的。（三）學生肯定理解式巧固球教學的上課內容，對於認知的學習與比賽表現的學習效果有幫助，同時對於上課方式能增加比賽知識與享受運動的樂趣等感受，也呈現出喜愛的反應。（四）參與研究的教師指出理解式巧固球教學能引起學生學習的動機與興趣，有助於戰術戰略的理解與認知學習的持久，同時也能夠發展運動技能、激勵團隊的士氣。在教學的過程當中，既可以促進學生認知學習與比賽表現，也能提供教師在體育知識與專業的成長。針對本研究中的發現，提供後續研究的建議以及未來學校體育教學發展的參考。

The study used an action research approach to examine the learning effects of Teaching Games for Understanding (TGfU) on Tchoukball towards cognitive and game performance of fifth-graders of different genders. In order to understand the students’ and teachers’ perspectives on TGfU, a mixed methodology was used. Ten lessons of tchoukball instruction were conducted to twenty-seven fifth-graders in Kaohsiung County (14 boys and 13 girls). Pretest and posttest were administrated using cognitive test and Games Performance Assessment Instrument. The quantitative data were analyzed by pair-samples t test and independent t test. The qualitative data were collected through teacher’s teaching diary, observation sheet of teaching, reflections of students, and interviews of teachers and students. These data were analyzed by using content analysis and triangulation. The results were as follows: (1) Students had made significant progress on cognitive learning after TGfU teaching on Tchoukball, but there was no significant difference between boys and girls on cognitive learning. (2) Students had showed progress on games performance, but it was not significantly different between boys and girls. (3) Students had showed positive attitude about the lessons content of TGfU on Tchoukball teaching. They could improve in games knowledge and performance, and enjoy the fun of playing games. (4) The participant teachers realized that TGfU teaching on Tchoukball could boost students’ learning motivation and interests. In conclsion, the TGfU teaching approach facilitated the comprehension of game strategies and knowledge, development of sport skills and team morale. Besides, the participant teacher’s development of physical education professional knowledge was greatly enhanced. The findings of this study could be used as a base of reference for both research and practical endeavor.