比較資訊科技融入體育教學與傳統式教學效果之研究－以桌球短反手推擋技術為例

本研究旨在比較資訊科技融入體育教學對於高職學生在「桌球短反手推擋技巧」的學習成效之影響。針對結果與討論，瞭解經由資訊科技融入體育教學後，實驗組與對照組在學習成效方面是否出現顯著的差異。在教學實驗之前施以桌球短反手推擋技巧前測，並依據所測得資料進行獨立、相依樣本t檢定等統計方法進行分析。研究結果發現經八週的資訊科技融入體育教學後結果如下：一、高職學生在體育課接受傳統教學（對照組）後，其學習動作技能後測顯著高於前測。二、高職學生在體育課接受資訊科技融入體育教學（實驗組）後，其學習動作技能之後測顯著高於前測。三、高職學生在體育課接受資訊科技融入體育教學（實驗組）與直接教學（對照組）後，實驗組在學習動作技能之後測表現無顯著高於對照組。四、由以上結論可知，資訊科技融入體育教學的對高職生體育課學習的提升無顯著幫助，相較於之下傳統式教學有較良好的成效。最後本研究結果與建議期望對體育教師及未來教學實務上有所助益。

關鍵字

資訊科技融入教學；桌球短反手推擋技術；傳統式教學

並列摘要

This study aimed to discuses the differences between information technologies and traditional pedagogies on Table Tennis Backhand Blocking Technique for vocational students. Based on the results and the discussions, the writer compared vocational students' learning effects on experimental group and the control group after using information technologies. they are given pre-test and data are analyzed by T-test. The results are as follows: 1. Students receiving Traditional Pedagogies (control group) have better learning effect on post-test than pre-test. 2. Students receiving Information Technologies (experimental group) have better learning effect on post-test than pre-test. 3. After receiving Information Technologies and Traditional Pedagogies, students’ learning effects have no significant differences. 4. This study finds teaching by Information Technologies has no direct helpful for students, but teaching by traditional pedagogies has better effects. The findings and the results from this study try to provide more references for physical teachers and researchers in the future, especially for practice teaching and.