目的:探討合作學習之不同教學策略運用對國小學童同儕互動關係與動作技能學習之影響。方法:採準實驗等組前後測設計,將44名國小六年級學童依其班別分為兩個實驗組,其中實驗組一22名實施小組成就區分法;實驗組二22名實施小組遊戲競賽法。兩組學生在實驗進行前先接受「同儕互動量表」、「動作技能」前測,其後進行6週12節有氧舞蹈實驗教學,實驗教學結束後隨即進行後測,所得資料以相依樣本t考驗及單因子共變數分析進行資料處理。結果:小組成就區分法和小組遊戲競賽法均能有效的提升學童的動作技能學習,另小組遊戲競賽法對同儕互動的正向關係亦有較明顯的幫助。比較兩種教學策略運用的差異時發現,小組遊戲競賽法在評定同儕互動正向關係之「合作/利社會行為」、「遊戲/聯合活動」、「信任/尊重」、「親密/依附」及負向關係之「衝突/攻擊」上亦是顯著優於小組成就區分組;另在運動技能提升亦是明顯優於小組成就區分組。結論:本研究結果發現,小組遊戲競賽法不論是在學童動作技能學習或同儕互動上都較小組成就區分法來得有效,因此在合作學習策略選擇上,小組遊戲競賽法是值得教師推廣的教學策略之一。
Purpose: Understanding the effects between different teaching strategies of cooperative learning on elementary school students' peer interaction and motor skills. Method: this study conducted quasi experimental pretest-posttest control group design; 44 students attended the experiment in total and divided into two groups with 22 students respectively. Group one implemented student's teams achievement divisions (STAD) and group two implemented team-games-tournament (TGT). After the experimentation process, a teacher prepared posttest was then administered to both the groups. Data were analyzed by paired-sample t-test and analysis of one-way covariance. Result: STAD and TGT both can enhance students' motor skills. Among them, TGT also can effectively improve student's peer interaction. When compared the different effect between the two cooperative learning strategies, this study found that TGT were better than STAD on peer interaction scale's "positive relation", which include cooperation/pro-social behavior, game/joint activities, trust/respect, intimate/dependence, and conflict/attack of "negative relation". Besides, TGT was also better than STAD on motor skills scores. Conclusion: From the results of this study, TGT were more effectively on peer interaction and motor skills than STAD. It can be a teaching strategy for teachers to be used in physical education class.