國小理解式排球教學之教室生態

目的：描述與詮釋國小四年級學生接受理解式球類教學的教室生態。方法：選取國小理解式球類教學體育專家教師1位和其原授課班級1班，實施12節理解式排球教學。針對教學過程進行錄影，以修正性任務結構觀察系統分析教學前、後階段之任務結構，所得量化資料採相依樣本t考驗加以處理。教學介入期間，進行觀察、師生訪談以及蒐集教學日誌等多元質性資料，採用持續比較法進行歸納與分類，深入瞭解教師實施理解式排球教學的教室生態。結果：理解式排球教學後期的管理、教學與轉移的任務比教學初期明顯減少；延伸和精緻的任務顯著增加；熱身、等待、重複、應用與認知/社會則沒有差異。理解式排球教學的教室生態主要分為組織與管理學生、遊戲到技能的教學、討論戰術等三個類目。結論：本研究發理解式球類教學能建立良好的管理系統，有助於實施優質的教學任務，提升學生認知/社會的學習，營造有效率的學習環境。

關鍵字

理解式球類教學；任務結構觀察系統；管理任務；教學任務；認知/社會任務

並列摘要

Purpose: The purpose of this study was to describe and interpret the instructional ecology of Teaching Games for Understanding (TGfU) in an elementary PE class. Methods: An expert PE teacher in TGfU and his class of 4^(th) grade students were purposefully sampling for the study. The PE teacher taught 12 TGfU volleyball lessons. A multiple approach was used in this study to collect data. Both qualitative and quantitative data were collected through various instruments. The quantitative was collected using a modified version of the task structure observation system during the beginning and ending stages. These data was analyzed statistically by dependent t tests. Qualitative data from participant observation, teaching plan, teaching diary, student learning sheets and in-depth interviews were analyzed using Constant Comparison Method. Results: The quantitative data revealed that management time, instruction time, and transitions decreased significantly during the units, while refining and extending tasks increased significantly. There were no significantly different on warm-up, waiting, repeating, applying, and cognitive/social tasks. Three main categories from qualitative data were identified: organization and management of students, the teaching process from game to skill, and tactics discussion. Conclusion: This study found that implementation of TGfU in PE class established good managerial system, fostered high quality instructional tasks, enhanced student's cognitive/social learning, and facilitated an effective learning environment.