不同體育教學法對國中撞球教學個人與社會責任知覺之影響

田續鴻 ； 蔡俊賢

《高師大體育》 9期 (2010/10) Pp. 55-68

https://doi.org/10.6305/PENKNU.2010.9.5

摘要

The purpose of this study was to explore the learning effects of junior high students' perceptions of personal and social responsibility among three different teaching styles in teaching billiard units. This survey included totally 95 beginners, who were selected from the first-grade students of Kaohsiung Municipal Fong Ling Junior High School and who did not have any learning experience of billiards. These students were divided into three study groups according to the classes they belong to: (i) the command teaching group, reciprocal teaching group and sport education model group. The experiment had been undergone for 12 periods during 6 weeks, including a pre-teaching and a post-teaching survey with questionnaire based on respondents TPSR model. Statistical analyses based on obtained data were concluded as followed:There were significant differences of scores of post-teaching TPSR model among the three different teaching styles (command style, reciprocal style and sport education model style) (caring for others, F＝5.56, p ＜ .05; self-directed, F＝6.32, p ＜ .05; personal responsibility, F＝4.72, p ＜ .05；TPSR model, F＝4.90, p ＜ .05)。 Using Scheffé post hoc comparison method the results showed that reciprocal style and sport education model style groups had the higher post-teaching scores in caring for other, personal responsibility, and self-directed subscales than command style group, respectively. reciprocal style group had the higher post-teaching scores in TPSR model than command style. Conclusions: different physical education teaching styles may influence the students' perceptions of personal and social responsibility model.

關鍵字

教學個人與社會的責任模式（TPSR） ； 花式撞球

並列摘要

The purpose of this study was to explore the learning effects of junior high students' perceptions of personal and social responsibility among three different teaching styles in teaching billiard units. This survey included totally 95 beginners, who were selected from the first-grade students of Kaohsiung Municipal Fong Ling Junior High School and who did not have any learning experience of billiards. These students were divided into three study groups according to the classes they belong to: (i) the command teaching group, reciprocal teaching group and sport education model group. The experiment had been undergone for 12 periods during 6 weeks, including a pre-teaching and a post-teaching survey with questionnaire based on respondents TPSR model. Statistical analyses based on obtained data were concluded as followed:There were significant differences of scores of post-teaching TPSR model among the three different teaching styles (command style, reciprocal style and sport education model style) (caring for others, F＝5.56, p ＜ .05; self-directed, F＝6.32, p ＜ .05; personal responsibility, F＝4.72, p ＜ .05；TPSR model, F＝4.90, p ＜ .05)。 Using Scheffé post hoc comparison method the results showed that reciprocal style and sport education model style groups had the higher post-teaching scores in caring for other, personal responsibility, and self-directed subscales than command style group, respectively. reciprocal style group had the higher post-teaching scores in TPSR model than command style. Conclusions: different physical education teaching styles may influence the students' perceptions of personal and social responsibility model.

並列關鍵字

Teaching personal and social responsibility(TPSR) ； billiard