不同教學方法融入大專桌球課程對於職場共通職能的影響

目的：本研究旨在檢驗三種不同教學方法融入大專桌球課程，對於職場共通職能的影響。方法：挑選三班研究者所教授的大二桌球課程學生，將其隨機分派為:運動教育模式組、數位學習組及傳統教學等三組，進行為期一個學期不同教學方法的介入，於學期初測驗UCAN職場共通職能前測，期末進行後測。所得成績以單因子變異數分析，考驗不同教學方法在職場共通職能前測及後測的差異。結果：一、在職場共通職能前測三組並無顯著差異。二、在職場共通職能後測運動教育模式組及數位教學組顯著優於傳統教學組。結論：一、運動教育模式對於大專桌球課程學生在持續學習、人際互動及團隊合作等職能的養成有所助益。二、數位教學方法對於提升大專桌球課程學生的資訊科技應用職能有正向幫助。

關鍵字

運動教育模式；數位教學；傳統體育教學

並列摘要

Purpose: The study aims to examine effects of three different teaching methods applied in the college table tennis course on workplace common competency. Method: Sophomore students of three table tennis classes instructed by the researcher were randomly divided into three groups: sport education model, e-learning and traditional physical education. Each teaching method was used for one semester. UCAN (University Career and Competency Assessment Network) test was conducted as a pre-test in the beginning of the semester and as a post-test in the end of the semester. The result was analyzed with One-way ANOVA to examine the differences between pre-test and post-test of workplace common competency by different teaching methods. Results: 1. There is no obvious differences among the pre-test of three groups. 2. In terms of the post-test of workplace common competency, the groups of sport education model and e-learning are better than the group of traditional physical education. Conclusion: 1. In college table tennis course, sport education model can help improve the cultivation of students' competency in continuous learning, interpersonal interaction and teamwork. 2. E-learning has a positive effect on improving the competency of information technology for students in college table tennis course.