體育課批判思考教學效能量表編製之研究

A Study of the Development of the Teaching Effectiveness for Critical Thinking in Physical Education Scale

楊明蓁(Ming-Chen Yang) ； 李朝信(Chao-Hsing Lee) ； 陳伯儀(Bo-I Chen)

《臺灣運動教育學報》 7卷1期 (2012/05) Pp. 1-14

https://doi.org/10.6580/JTSP.2012.7(1).01

摘要

本研究目的為編製具良好信、效度及適合國內體育教師使用之體育課批判思考教學校能量表。研究方法共分為三個階段：一、探討理論依據、擬定量表初稿後，進行預試。二、預試者填答問卷整理，進行信、效度分析後，評鑑本量表之效度及內部一致性程度。三、進行正式施測，以全國402名國小體育教師做為研究對象，採驗証性因素分析，考驗本量表假設性測驗模式與各量表的構面是否適配。結果發現如下：（一）體育課批判思考教學效能量表概念包括「先備知識」、「信念」、「教學策略」、「班級學習環境」等四個分量表，共24題，Cronbach''''s α為.85，顯示本量表具有良好的信度。（二）正式施測之驗證性因素分析顯示，四個分量表分別代表四個不同的潛在變項，修正後的量表模式適配度良好，χ2/df=2.05、GFI=.91、AGFI=.90、RMR=.04、RMSEA=.05、CFI=.84，顯示本量表具有良好的建構效度。因此，本研究所編製之體育課批判思考教學效能量表，可提供國內體育教師做為進行批判思考教學時的自我評估工具。

關鍵字

體育教師 ； 思考能力 ； 有效教學行為

並列摘要

The purpose of this study was to develop a Teaching Effectiveness for Critical Thinking in Physical Education Scale, with appropriate reliability and validity, suitable for being used by domestic physical education teacher. The research method was divided into three phases: (1) After the theoretical bases were explored and the script of the scale was drawn up, 143 physical education teachers in Taipei City and New Taipei City in total were recruited to be the research participants receiving the primary test. (2) According to the arrangement of the questionnaires filled out by the primary participants, the question items were selected after the Analysis of Reliability and Validity was undertaken, to construct the validity of this scale and assess the extent of internal consistency. (3) The test was implemented formally, based on the research subjects comprising the recruited 402 physical education teachers nationwide. The Confirmatory Factor Analysis (CFA) was adopted, to verify whether the hypothetical measurement model of this scale fit in with the dimension of each subscale or not. The results indicated as follows: 1. the concepts of the Teaching Effectiveness for Critical Thinking in Physical Education Scale included the four subscales ”Prior Knowledge”, ”Belief”, ”Teaching Strategy”, and ”Class Learning Environment”, with 24 questions. The Cronbach's α of the total scale was .85, showing that this scale had appropriate construct validity and reliability. 2. The Confirmatory Factor Analysis (CFA) of the formally-implemented test showed that the four subscales represented four different latent variables respectively. The revised scale model had fine goodness-of-fit, with appropriate construct validity. The Teaching Effectiveness for Critical Thinking in Physical Education Scale development in this study had appropriate validity and reliability, able to be provided as the self-assessment instrument for domestic physical education teachers to undertake critical thinking instruction.

並列關鍵字

PE teacher ； thinking ability ； effective teaching behavior

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