直接教學法與專題導向教學法對健康體適能認知之比較

A Comparison of the Effectiveness of Direct Instruction and Project-Based Learning Teaching Strategies on Health-Related Fitness Knowledge among University Students

周建智(Chien-Chih Chou) ； 黃美瑤(Mei-Yao Huang) ； 蘇晏揚(Yen-Yang Su)

《北體學報》 18期 (2009/12) Pp. 1-12

https://doi.org/10.6167/TPEC/2009.18.1

摘要

健康體適能是近年來逐漸受到關注的焦點，政府相關單位也投入相當多資源進行推動，但多數研究卻發現大學生健康體適能未達預期水準，反而更低於高中生。因此，本研究旨在比較直接教學法與專題導向教學法介入後，大學生的健康體適能認知是否能有效提升，且何者為優。以臺灣北部地區某國立大學大二生共72人為本研究之受試者，隨機取樣一班為直接教學組共34人施以直接教學法，另一班為專題導向教學組共38人施以專題導向教學法，教學實驗進行十三週，每週1次每次進行100分鐘，並在教學實驗前、後均施以「健康體適能認知」測驗，並根據所得資料進行描述性統計、相依樣本t檢定與獨立樣本t檢定等統計方法分析，統計水準定在α=.05。結果：一、直接教學組健康體適能認知前、後測成績達顯著差異，且後測成績顯著高於前測；二、專題導向教學組健康體適能認知前、後測成績達顯著差異，且後測成績顯著高於前測；三、兩組健康體適能認知前、後測均未達顯著差異。本研究兩種教學法皆能有效提昇受試者在健康體適能認知上的學習。

關鍵字

體適能教育 ； 教學策略

並列摘要

In recent years, government has been focusing more attentions on wellness and health-related physical fitness. Several researches indicated that the level of physical fitness at university students didn't reach the accepted standard and even lower than high school students. Hence, the purpose of this study was to investigate how the direct instruction and project-based learning teaching strategies affect health-related fitness knowledge in university students. Two classes of seventy-two sophomore students and their teachers were participated in this study. The researcher randomly selected one class (n=38) as the project-based learning group. One class was the direct instruction group (n=34). Both groups received treatment for 13 weeks. All students in both groups were met once a week with one hundred minutes lesson. Students were asked to complete the health-related fitness knowledge twice, once in the beginning of the treatment and once in the end of the treatment. Descriptive statistical methods, paired sample t-test and independent t-test were used to analyze all the acquire data. The level of significance for acceptance or rejection for this study was set at the .05 level. The results indicated that: (a) there was a significant health-related fitness knowledge improvement on post-test for direct instruction group；(b) there was a significant health-related fitness knowledge improvement on post-test for project-based learning group; and (c) there was no significant health-related fitness knowledge different between both groups.

並列關鍵字

Physical Fitness Education ； Teaching Strategy

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