體育課實施合作學習教學模式學習成效之行動研究－以高雄某國中為例

Action Research on Student in Junior High School Learning Effectiveness by Taking Cooperative Learning Teaching Model in Exercise Course: A Case Study of Junior High School in Kaohsiung

鄭漢吾(Cheng Han Wu) ； 李翊誠(Lee I Cheng)

《靜宜體育》 13期 (2020/07) Pp. 1-21

https://doi.org/10.6260/PUPE.202007_(13).0001

摘要

目的：本研究在探討合作學習教學模式介入國中七年級體育課程的學生學習成效與教師專業成長，作為教師進行素養導向體育教學的具體實踐。方法：採取質量兼併的行動研究為方法，以立意取樣選擇高雄市某國中七年級兩班學生共61名及教學行動研究教師1名為參與研究對象，於107年5～6月進行為期四週的教學實地研究；再以半結構式訪談、觀察及文件分析等方法蒐集資料，並以相依樣本t考驗及持續比較法二者進行量化與質性資料的分析。結果：一、參與研究的學生在瞬發力項目和客觀運動技能有明顯進步；而敏捷和速度則不明顯，顯示合作學習教學模式對學生運動體能有部分成效。二、合作學習教學模式對學生的學習表現有正向影響，可見素養導向體育課具學習成效。三、教師加入專業學習社群有助於其教學問題的解決，體現了專業學習社群對教師成長的重要性。四、教師在教學的行動研究歷程中，除了儲備素養導向的教學經驗及建構教學知能，更從教學行動研究中實踐了素養導向的體育教學。

關鍵字

合作學習教學模式 ； 學習成效 ； 教師專業成長

並列摘要

Aim: To build a theory system on exercise course teaching reference of junior high school, this study takes qualitative research and quantitative research methods to discuss the student's learning effectiveness and teacher's professional development by taking cooperative learning teaching model. Method: To start the research, taking purposive sampling to define the research object and do the 4-weeks research, which is choosing 61 students of junior high school 7th grade in Kaohsiung City and the teacher of action research in teaching. Secondly, semi-structured interview, participant observation and documentary analysis were also the research methods, and so the documents collecting to analyze by comparative research and independent groups, paired-sample t test of teaching plan, test of exercise skill, student's exercise documents, teacher's teaching record and interview outline. Results: The research findings were as followed: (1) Students in power and exercise skill were enhanced significantly, but the agility and speed were not, which showed cooperative learning teaching model was enhanced significantly in part of student's sport-related fitness. (2) The research outcome of physical literacy showed that cooperative learning teaching model had a positive effect on student's learning. (3) Joining the teaching professional community had a positive effect on problem solving in teaching field. (4) Teachers possessed the competence of teaching knowledge and skill, and experience the importance of competence teaching in action research by taking teaching action research.

並列關鍵字

cooperative learning teaching model ； student's learning effectiveness ； teacher's professional development

參考文獻

Dyson, B.P., Linehan, N. R., & Hastie, P. A. (2010). The ecology of cooperative learning in elementary physical education classes. Journal of Teaching in Physical Education, 29(2), 113-130.

Goodyear, V. A., Casey, A., & Kirk, D. (2014). Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education. Sport, education and society, 19(6), 712-734.

International Physical Literacy Association (2015). International physical literacy association homepage. Retrieved from http://www.physical-literacy.org.uk.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school: ASCD.

Kingsley, J. (2012). Investing in Teacher Leaders. Leadership, 41(3), 24-26.