專題導向學習促進體育師資培育學生的創意教學行為與創造力

Promotion of Project-Based Learning on Creative Teaching Behaviors and Creativity in Pre-Service Physical Education Teachers

黃美瑤(Mei-Yao Huang)

《大專體育學刊》 19卷3期 (2017/09) Pp. 212-228

https://doi.org/10.5297/ser.1903.002

摘要

本研究目的在探討專題導向學習融入體育科教材教法對師資培育生之創意教學行為與創造思考能力的效果。以兩所北部大專校院共75位學生為研究對象，一組為專題導向學習組，另一組則為接受講述教學組，進行為期16週每週1次、每次100分鐘的教學實驗，並於實驗第1週、第10週與第16週施以「創意教學行為量表」與「新編創造思考測驗」。研究結果發現專題導向學習融入體育科教材教法，對專題導向學習學生在創意教學行為與創造力思考表現，具有顯著提升效果，同時也顯著優於講述教學組。本研究結論驗證此套教學運用在體育科教材教法，能提升師資培育學生創意教學行為與創造思考能力，也說明經由團隊合作的知識分享，以及和諧氛圍情境的營造及刺激可促進創造力與創意行為。

關鍵字

建構主義 ； 思維創新 ； 學習模式

並列摘要

The purpose of this study was to examine the effects of Project-Based Learning (PBL) integration into teaching method in physical education (PE) on the creative teaching behaviors and creativity of pre-service PE teachers. Seventy-five pre-service PE teachers were recruited from two Physical Education colleges in northern Taiwan. Thirty-seven pre-service teachers were assigned to PBL Group, and thirty-eight pre-service teachers were assigned to Lecture Learning Group (LLG). Both groups met once a week with 100 minutes per session for 16 weeks. The Creative Teaching Behaviors Scale and the New Creative Thinking were administered three times that is on 1st week, 10th week and 16th week during the intervention. The results showed that the PBL integration into teaching method in physical education, the PBL Group had significant best improvements on creative teaching behaviors and creativity of the post-test than the follow up test. Furthermore, the PBL Group had better performance on creative teaching behaviors and creativity than the LLG group. It is concluded that PBL in the course of teaching in physical education can increase the creative teaching behaviors and creativity of pre-service PE teachers. These results explained that sharing knowledge during team cooperation and building harmonious atmosphere can promote the creativity and innovative behavior.

並列關鍵字

constructivism ； innovative thinking ； learning model

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