本文透過國內文獻彙整,探討過去不同運動項目、年齡層,包含國小、國高中、到大學,教學者運用理解式教學法後,學生在的認知、技能與比賽表現上之影響。理解式教學法是透過遊戲或比賽的方式進行教學,強調從遊戲與比賽的學習當中加強戰術及技能自我學習的能力,使學習者透過個人的思考或團體的討論,來理解整個遊戲與比賽的戰術的應用,引導其個別運動技能之學習,增加學生在遊戲或比賽中所產生的樂趣。經文獻探討得知,在各個階段使用理解式教學法做研究之論文、期刊,發現大部分前後測結果都有顯著差異,受試者都有明顯進步。而學生本身在技能上更為精熟,也更熱衷於學習。研究者同時分析在使用理解式教學法上,所面臨的問題與相關注意事項,提供之後教學者使用參考。
This article, through a careful review of relevant literature, examined the effects of comprehensive teaching on perception, attitude, skill and athletic performance of students with different sport backgrounds, ages or stages of school learning. Comprehensive teaching is characterized by using modified or innovated plays or games in the teaching process and emphasizing the creation of a playful or competitive atmosphere for strategy and skill learning. Introducing personal rationalization and group discussion in comprehension of game rules and competition strategies, it intends to provide a path leading to individual sport technique development and to intensify students' interest toward learning subjects. A review of current literature reveals that significant differences have been found between pre and post tests on learning results for studies investigating the effectiveness of comprehensive teaching method on students of different learning stages. Progress in terms of athletic skills and learning desire has been shown on subjects taught by comprehensive teaching method. The authors have also proposed some concerns and practice principles about comprehensive teaching for practitioners' future reference.