非線性教學法對國小體育課學生學習成效之影響

近年，許多國際學者開始提倡將非線性教學法（nonlinear pedagogy, NLP）應用於體育課情境，然而NLP教學成效的實證支持證據卻仍不夠充分，仍有許多探究之空間。目的：檢驗非線性教學法對國小學童的四種基本心理需求（自主感、關係感、勝任感、新奇感）滿足與運動表現之影響。方法：研究對象為花蓮縣某國小之三年級學生，分為實驗組與對照組，各25人。實驗組以NLP課程介入12節體育課程，對照組則實施直接教學。兩組學生皆以GPAI運動表現評量、體育課基本心理需求滿足量表進行前、後測。所得資料以二因子混合設計變異數分析進行統計考驗。結果：NLP組的學生在運動表現、以及部分基本心理需求滿足雖皆有所提升，但未顯著優於直接教學組的學生。結論：由於本研究結果受新冠疫情影響僅實施6週的教學介入，遠低於過去文獻之建議；同時還受到停課及學生隔離而導致教學不連貫之影響，從研究結果可知NLP要產生預期的成效，需提供長期且連貫的教學實踐。本研究亦提供體育教師未來在實施NLP時之實務建議，並期望未來有更多研究者與教師進一步探究NLP之實施與成效。

關鍵字

限制導向；體育教學； GPAI ；新奇感需求

並列摘要

In recent years, nonlinear pedagogy (NLP) started to be applied in physical education (PE). However, the supporting evidence for its learning outcomes remains insufficient. The study aimed to examine the outcomes of NLP in PE empirically. Purpose: Examining how NLP influences pupils' four basic psychological needs (i.e., autonomy, competence, relatedness, novelty) satisfaction, and sports performances in PE. Methods: The research subjects were third-grade elementary school children in Hualien County, 25 in the experimental group and 25 in the control group. The experimental group received six weeks of NLP intervention while the control group received conventional direct instruction. Participants' four basic psychological needs satisfaction and sports performance were assessed before and after the intervention. Data were statistically tested by a two-factor mixed-design analysis of variance. Results: The improvements in basic psychological needs and sports performances of the experimental group didn't reach a significant level. Conclusion: Due to the covid-19 epidemic, only 6 weeks of NLP intervention was implemented, and at the same time, the teaching was incoherent due to the suspension of classes and students' home quarantine hence the results were seriously impeded as the intervention was rather short and fragmented. The implementation and outcomes of NLP should be further examined in the future.