Mosston包含式教學融入理解式球類教學法對國小法式滾球學習成效之研究

本研究的目的是在探討包含式教學融入理解式球類教學法對國小五年級學生法式滾球的學習成效，並探討學生對學習成效的知覺情形。研究對象為澎湖縣國小五年級學生18名，實施12節的法式滾球教學，本研究以量化研究為主，兼採質性資料分析。量化資料包括認知發展、客觀技能、主觀技能及比賽表現等前後測資料，以相依樣本t考驗、獨立樣本單因子共變數分析進行統計分析；質性資料以教學日誌、錄影資料、多重標準卡、學生訪談及學習心得等，進行質性資料分析。研究結果如下：（一）認知發展學習成效：全班、男生、女生(t＝-3.24、t＝-4.02、t＝-3.03，p＜.05) 達顯著差異，不同性別間之學生無顯著差異；（二）客觀技能學習成效：全班、男生、女生 (t＝-4.10、t＝-2.65、t＝-3.25，p＜.05)達顯著差異，不同性別間之學生無顯著差異；（三）主觀技能學習成效：全班、男生、女生 (t＝-8.52、t＝-6.98、t＝-5.50，p＜.05)達顯著差異，而不同性別間之學生無顯著差異；（四）比賽表現學習成效：全班、男生、女生(t＝-4.96、t＝-3.43、t＝-3.25，p＜.05)達顯著差異，而不同性別間之學生無顯著差異；（五）在包含式教學融入理解式球類教學後，國小五年級學生對認知發展、技能學習及比賽表現學習成效的知覺情形，有明顯的進步，且喜歡上課的分式。結論：包含式教學融入理解式球類教學法能提升學生的學習興趣，也適合男生和女生，注重學生的個別差異。

關鍵字

包含式教學形式；理解式球類教學法；學習成效；知覺情形

並列摘要

The purpose of this study was to investigate the learning effects of inclusion style into Teaching Games for Understanding among the fifth-grade students' and to examine the perceptual condition of students' learning effects. The participants of this study were 18 students. Twelve lessons of Petanque teaching were conducted, and the research mainly adopted quantitative data; in addition, it also contained qualitative data. The quantitative data were collected by cognitive development test, objective skill, subjective skill and Game Performance Assessment Instrument(GPAI), which were statistically analyzed by paired-samples t-test and one-way analysis of covariance (ANOVA), independent samples. The qualitative data were collected by teaching journals, videotaping, criteria sheets, information of students interview, and learning reflections. The results were as follows: (1) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on cognitive development test for all students (t＝-3.24，p＜.05), boys (t＝-4.02，p＜.05), girls(t＝- 3.03，p＜.05), but the learning effects were not significantly different between both sexes on cognitive development. (2) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on objective skill test for all students (t ＝-4.10，p＜.05), boys (t＝-2.65，p＜.05), girls (t＝-3.25，p＜.05), but the learning effects were not significantly different between both sexes on objective skill. (3) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on subjective skill test for all students (t＝-8.52，p＜.05), boys (t＝-6.98，p＜.05), girls (t＝-5.50，p＜.05), but the learning effects were not significantly different between both sexes on subjective skill. (4) After the inclusion style into Teaching Games for Understanding Petanque teaching, there were significant learning effects on game performance for all students (t＝-4.96，p＜.05), boys (t＝-3.43，p＜.05), girls (t＝-3.25，p＜.05), but the learning effects were not significantly different between both sexes on game performance. (5) The students liked the teaching method of the inclusion style into Teaching Games for Understanding. Besides, most of the studuents tended to challenge the easiest one first when they chose difficult levels of the exercise. After the students finished their task which was regarded as the easier one, they would try more difficult one. In conclusion, Mosston's inclusion style into Teaching Games for Understanding could benefit the elementary school students in the cognitive development, objective skills,subjective skills, and game performance. The approach not only enhanced students' learning motivation but also suited both boys and girls. Additionally, it focused on the individual differences of students, and made students become more interested in PE class.