- 期刊
差異化排球課對高中生學習成效與動機之探討
Learning outcomes and motivation of high school students in volleyball lessons with differentiated instruction
摘要
緒論：為因應108課綱提倡差異化教學與適性教育的理念，本研究以自我決定理論觀點，藉由Mosston教學光譜包含式實施差異化教學活動，探究學生學參與Mosston包含式的差異化排球課，其學習成效、動機轉變歷程與學習策略。方法：以Mosston教學光譜中的包含式做為差異化教學介入高中排球體育課共8節，研究參與者為7個班級，每班36-37位學生，利用訪談及學生學習歷程自述為研究工具，所得資料作為學生學習成效、學習動機轉變歷程與學習策略。結果：一、透過包含式學生在技能表現與學習效率皆提升。二、透過包含式學生學習動機偏向內在動機且能滿足基本心理需求，學生初步難度選擇以滿足勝任感為優先，差異化的教學設計能滿足學生自主性的需求，教師支持能滿足學生在探索學習時問題解決的需求。三、學生在包含式下以促進學習的評量發展觀察及自我調整能力作為排球的自我學習策略。結論：包含式能提升學生學習成效，滿足學生基本心理需求，並且達成促進學習的評量。建議未來可探討學生學習阻礙因素，並整合科技輔助與自主學習系統，使學生學習獲得全面性的改善，以因應新課綱持續研修之政策發展。
並列摘要
Introduction: In response to the 108 curriculum guidelines advocating differentiated instruction and adaptive education, this study adopts the perspective of self-determination theory and implements differentiated instruction using Mosston's Spectrum of Teaching Styles, specifically the inclusion style, to investigate students' learning outcomes, motivation, and strategy transformation processes when participating in volleyball lessons. Methods: Mosston's inclusion style from the teaching spectrum is utilized as the intervention for differentiated instruction in high school volleyball physical education classes, totaling 8 sessions. The participants include 7 classes with an average of 36-37 students per class, with semi-structured interviews and Students' self-description of the learning process used as research tools. Results: 1. Through the inclusion style, students' skill performance and learning efficiency improved. 2. The inclusion style fostered students' intrinsic motivation and satisfied their basic psychological needs. Students' initial difficulty selection prioritized satisfying their sense of competence, while the differentiated instructional design fulfilled their need for autonomy, and teacher support met their problem-solving needs during learning exploration. 3. Under the inclusion style, students developed observation and self-regulation abilities as volleyball learning strategies through assessment for learning. Conclusion: Mosston Teaching Spectrum, with include style, aligns well with competency-based physical education instruction and has shown significant effectiveness. Further empirical research from a competency-based perspective can explore other physical education teaching models such as the Sport Education Model and the Teaching Games for Understanding approach.