摘 要 本研究目的是透過理解式球類教學法，探討高職女學生對排球運動的認知、情意與比賽表現之學習效果。研究對象為體育專家教師1位及新北市某高職一、二年級女學生共24位學生。以理解式球類教學法之課程設計，實施五週十五節理解式排球實驗教學研究，以排球認知測驗、體育課情意量表、排球比賽表現技能測驗，進行四節排球教學前後測驗。將所得量化資料以獨立樣本t考驗、相依樣本t考驗進行統計分析。經教學研究結果發現:一、在理解式排球教學後，學生的排球認知有明顯的進步(t = -6.86,p <.05)。二、在理解式排球教學後，學生的排球情意有明顯的進步(t = -7.52,p <.05)。三、在理解式排球教學後，學生的排球比賽表現有明顯的進步(t = -4.39,p <.05)。四、 高技能學生在理解式排球教學後，學生的排球認知、情意及比賽表現皆有明顯的進步。五、在低技能學生，在理解式排球教學後，學生的排球認知、情意及比賽表現皆有明顯的進步。在理解式排球教學後，高職女學生對排球運動規則、技術、比賽表現皆有明顯進步，且期待上體育課。根據本研究發現可供體育老師在設計課程上及師資培育機構於選擇體育教學方法上為參考。
Abstract The purpose of this study was to investigate the learning effects of Teaching Games for Understanding (TGfU) on Volleyball learning among the vocational high school girl students. The study also aimed at examining the different learning effects among the students with different skill levels. This study included an expert physical education instuctor and twenty-four vocational high school girl students in New Taipei City. A mixed methodology was used to examine the learning effects of TGfU through five weeks of 15 lessons of Volleyball instruction. Pretest and posttest were proceeded after four lessons of volleyball instruction, using cognitive test, affective test, volleyball games skill test, and Game Performance Assessment Instrument (GPAI). The quantitative data were analyzed by pair-samples t test, independent t test. The results were as follow: (1) After TGfU on Volleyball learning, there were significant learning effects on cognition for all students (t = -6.86,p <.05). (2) After TGfU on Volleyball learning, the learning effects on affection were significantly improved (t = -7.52,p <.05). (3) After TGfU on Volleyball learning, the learning effects on game performance were obviously developed (t = -4.39,p <.05). (4) After TGfU on Volleyball learning, for high-skilled students, the learning effects on cognition, affection and game performance were significant. (5) After TGfU on Volleyball learning, for low-skilled students, the learning effects on cognition, affection and game performance were significant. After TGfU on Volleyball learning, students had a great progress in volleyball rules, skills and game performances. Besides, they showed obvious interests in Volleyball learning and positive attitude about TGfU teaching. The findings of this study could be used as a base of reference both for P.E. teachers to design curriculum and for other related units in selecting physical education teaching method.