網路輔助教學模式對運動技能學習之自我調整策略的影響

The Effect of Differential Web-based Support on Students' Self-regulatory Strategies of Motor Skills Learning

林進隆(Jin-Lung Lin)

《臺大體育學報》 20輯 (2011/04) Pp. 1-15

https://doi.org/10.6569/NTUJPE.201104_(20).0001

摘要

本研究旨在探討不同的網路輔助教學模式（直接教學式、探索式、反思式）對大專生桌球運動技能學習之自我調整策略的影響。實驗對象為兩班大一共同必修體育「桌球正拍擊球」單元之103位學生，進行為期六週之實驗教學，以修正之「自我調整策略量表」，調查其自我調整策略使用之差異，並以變異數分析法進行實驗所得資料之統計分析。結果顯示：認知策略方面，反思式與探索式網路輔助教學模式之學習者表現顯著優於直接教學式；後設認知策略方面，反思式網路輔助教學模式則顯著優於直接教學式之學習者；而資源管理策略方面，不同網路輔助教學模式之差異則未達顯著水準。研究結論歸納：網路輔助教學模式對運動技能學習之自我調整策略而言，提供具體反思之楷模比較與知識探索之學習機制，比提供具體引導步驟之教學程序，更有助於提升運動技能學習者自我調節學習之成效。

關鍵字

自我調節學習 ； 數位學習模式 ； 後設認知策略

並列摘要

The purpose of this study is to investigate the effect of differential web-based support model on college students' self-regulatory strategies of motor skills learning. A quasi-experimental design is employed and totally 103 students are randomly assigned as the direct instruction group (DI), knowledge exploring group (KE) and reflective thinking group (RT) for 6 weeks table tennis unit of physical education course. A self-regulatory strategies questionnaire is introduced to evaluating students' cognition, meta-cognition and resources management strategies by revising from ”Motivated Strategies for Learning Questionnaire (MSLQ).” The results showed that (a) students of the KE and RT group outperformed the DI group on cognition of self-regulatory strategies; (b) students of the RT group outperformed the DI group on meta-cognition of self-regulatory strategies; (c) there are no significantly differences on the students' resources management strategies among these groups. To encourage the effects of web-based support on college students' self-regulatory strategies of motor skills learning, the paper is concluded that providing the visual reflective model and social interaction mechanism seem preferable than knowledge exploring resources.

並列關鍵字

self-regulatory learning ； e-learning support model ； meta-cognition strategies

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