傳統教學與精熟學習應用于體育教學效果之比較－以排球鉤腕發球為例

The Comparison and Analysis of the Education Effects between Conventional teaching and Mastery Learning Programs-Training in Drive Serve of Volleyball

鄭金昌(Chin-Chang Chen)

《體育學報》 23期 (1997/09) Pp. 97-108

https://doi.org/10.6222/pej.0023.199709.3109

摘要

本研究旨在比較精熟學習與傳統教學在體育科教學實施之差異。本研究以東海大學八十五學年度體育課興趣選項排球組學生日、夜間部一、二年級194人為研究對象，依照原班級分成兩組，精熟學習組96人與傳統教學組98人，以排球發球為教學內容。
本研究經過五週5次（每次25分鐘）的教學後，依照兩組教學的成績以t檢定統計分析，結果如下：
一、兩種教學組的學後測驗證實了“精熟學習組”顯著優於“傳統教學組”。
二、精熟學習組本身教學效果為：後測＞第二次形成性評量＞第一次形成性評量＞前測。再將四次評量做比較發現：前測與第一次形成性評量，第一次形成性評量與第二次形成性評量教學效果檢定皆達顯著差異，而第二次形成性評量與後測之間學習成果檢定則未達顯著差異。
三、兩種教學組本身教學前與教學後成績比較發現：兩組教學法學後測驗的成績均顯著優與前測的成績，故此兩種教學皆屬有效教學。
四、兩種教學效果在男、女性別上比較發現：精熟學習組教學效果呈現出女生的學習成果高於男生現象，而傳統教學組則呈現出男生的教學效果高於女生的現象。

關鍵字

精熟學習 ； 傳統式教學 ； 形成性評量

並列摘要

The goal of this research is to contrast the differences of the physical education programs arranged both in mastery learning and conventional teaching schemes. The set of subjects consists of 194 students in both day and night schools who enrolled in the volleyball course. The subjects were divided into two groups: 96 in the mastery learning group, and 98 in the conventional teaching group. The subjects were trained to serve volleyball in the programs.
The total elapse time of this study is five weeks which included five-25 minute periods. The achievement scores of the subjects were measured and recorded. Various hypotheses concerning these two training schemes and before after the program were given at α=0.05 level by using student-t test. The results were summerized as follows:
1.The mastery learning program produces the higher post-test score.
2.The rusults of the mastery learning group showed:
(a)The post-test scores were superior than the second formative examination ones.
(b)The second formative examination scores were surperior than the first ones.
(c)The first formative examination scores were superior than the pre-test ones.
The results shows that, there is a steady growth in achievements of mastery learning program. The growth between the pre-test examination and the first formative examination and the growth between the first and the second formative examination both achieve the standard of P＜0.5. Only the growth between the second formative examination and the post-test examination is excepted.
3.The post-test scores of the both training schemes are both superior than the pretest scores. That is, both of them are effecient teaching methods.
4.To compare the two training schemes in gender, it is found that: in mastery learning group, female students learn better than male students; in conventional teaching group, male students learn better.

並列關鍵字

Mastery Learning ； Conventional Teaching ； Formative Examination