合作式概念構圖教學對學童批判思考能力與動作技能之影響

The Effectiveness of Collaborative Concept Mapping on Critical Thinking Abilities and Movement Skills for the Fifth Grade Students

涂馨友(Hsin-Yu Tu) ； 周建智(Chien-Chih Chou) ； 張思敏(Szu-Min Chang)

《體育學報》 47卷2期 (2014/06) Pp. 291-301

https://doi.org/10.6222/pej.4702.201406.1211

摘要

目的：本研究旨在探討合作式概念構圖體育教學對國小五年級學童批判思考能力與動作技能之影響。方法：研究採準實驗設計，以臺北市萬華區某國小五年級2個班級學童為研究對象，一班為合作式概念構圖體育教學組（實驗組：24人），另一班為傳統體育教學組（對照組：24人），進行為期12週每週2次、每次40分鐘之體育教學實驗，並在教學實驗之前後施以「運動批判思考能力」及「動作技能」之測驗，依據所得資料以單因子共變數、重複量數進行資料分析，統計顯著水準訂為α = .05。結果：實驗組學童在批判思考能力之「歸納」、「評鑑」及「動作技能」顯著優於對照組學童；實驗組在批判思考能力之「歸納」、「評鑑」及「動作技能」的後測優於前測，對照組在各變項之前後測皆未達顯著差異。結論：合作式概念構圖體育教學在提升學童批判思考能力與動作技能方面有部分的效益，建議體育教學者運用合作式概念構圖進行教學。

關鍵字

合作學習 ； 概念圖 ； 國小體育教學 ； 批判思考 ； 運動技能

並列摘要

Purpose: The purpose of this research was to examine the effects of implementing collaborative concept mapping physical education instruction on the fifth grade students' critical thinking abilities in sport and movement skills. Methods: A quasi-experimental study was used in this research. Two classes of fifth grade students were selected as samples from an elementary school in Taipei City, Taiwan. Twenty-four subjects (n = 24) receiving the collaborative concept mapping physical education instruction were categorized into experimental group, and twenty-four subjects (n = 24) receiving traditional physical education instruction as comparable group. Both group met twice a week for 40 minutes per session with a duration of 12 weeks. Critical thinking abilities in sport and movement skills test were administered before and after the intervention. The SPSS for Windows 18.0 version was utilized to analyze all the data by One-way ANCOVA and repeated measures. The level of significance for acceptance or rejection for this study was set at the .05 level. Results: The results were made by the following: the experimental group had significant improvement on inductions, evaluation of argument when comparing with the comparable group. The pre- and post test scores of experimental group were significantly different on inductions, evaluation of argument and movement skills. Comparable group had no significantly difference on all critical thinking abilities and movement skills. Conclusion: the results of this study demonstrated that critical thinking abilities and movement skills were partly enhanced through the collaborative concept mapping physical education instruction.

並列關鍵字

cooperative learning ； concept map ； physical education instruction in elementary ； critical thinking abilities ； sport skills

參考文獻

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