實施個人與社會責任模式對降低學生知覺他人影響學習行為之探究

Studies of Decreasing Students' Perception Interruptions of Classmates' Learning Behavior by Implementation of TPSR Model

李文心(Wen-Hsin Lin) ； 楊裕隆(Yu-Long Yang) ； 林章榜(Chang-Pang Lin)

《臺大體育學報》 31輯 (2016/09) Pp. 27-42

https://doi.org/10.6569/NTUJPE.2016.31.03

摘要

目的：以Hellison所提出之教導個人及社會責任模式(Teaching Personal and Social Responsibility, TPSR)為架構，以學生知覺他人行為影響學習因素為結果變項，檢驗TPSR實施於高中體育課對於學生知覺他人行為影響學習的效果。方法：92位16-17歲(M=16.79;SD=0.42)的高中學生參與本研究，其中男生49人(53.3%)、女生43人(46.7%)。以隨機方式區分為實驗組(實施16週的TPSR課程；n=45;48.9%)及控制組(實施16週的傳統技能取向課程；n=47;51.1%)。以學生知覺他人影響學習因素量表做為責任的負向指標，經標準化的施測及資料檢核等種種程序，採獨立樣本及成對樣本t檢定等統計方式。預期實驗組及控制組學生知覺他人行為影響學習8個分量表之後測皆優於前測，且實驗組優於控制組。結果：結果顯示部分分量表獲得證實，且實驗組優於控制組。意即，TPSR課程實施有助於降低學生知覺他人行為影響學習，對學生知覺他人責任有所提升。結論：雖然結果並不完全支持本研究的假設，但支持TPSR有助於提昇責任的概念論述。未來得以此研究為基礎，持續探究我國文化實施TPSR課程之效果。

關鍵字

品格教育 ； 情意 ； 體育課 ； 責任

並列摘要

Purpose: Using Hellison's model for teaching personal and social responsibility (TPSR) as the input parameter and using students' perception interruption of classmates' learning behavior as the output parameter, the purpose of the present study was to examine the effects of implementing TPSR in the high school physical education class on students' perception interruption of classmates' learning behavior. Methods: High school students of 16 to 17 years old (M=16.79; SD= 0.42), who volunteered for this study, were chosen. Among the 92 participants, there were 49 males (53.3%) and 43 females (46.7%). They were randomly divided into two groups: the experimental group with 45 (48.9%) students receiving 16 weeks of TPSR training and the controlled group with 47 (51.1%) students receiving 16 weeks of traditional technical training. Using students' perception interruption of classmates' learning behavior as the negative index and adopting the procedures of standard measurements and data examination, the results were analyzed by choosing the independent samples and t-test statistics. It was expected that both the experimental and the controlled groups performed better in terms of the 8 measurements after 16 weeks of training, and the experimental group was better than the controlled group. Result: The results validated some of the measurements, and the experimental group was better than the controlled group. This implied that implementation of TPSR was indeed helpful in decreasing students' perception interruptions of classmates' learning behavior. Conclusion: Although the results did not fully support the expectations based on the 8 measurements, the partial support proved that TPSR is helpful in enhancing the concept of responsibility. Using the results obtained from the present study as the basis, we will continue to explore the efficiency of implementing TPSR in our country.

並列關鍵字

character education ； affective ； physical education ； responsibility

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