目的:本研究探討整合情境式教學改善運動生物力學課程的學習狀況,提升學生學習、思辨之成效。方法:本研究以修習課程的19位參與課堂學生與招募18名射箭隊選手作為技術診斷分析之對象。課程進行的對象為修習學生,課程效果包含修課學生的所學習技能與知能針對選手進行技術的提昇、修習學生的學習成效與學習動機及被診斷選手的滿意度,透過分析課程教學評量問卷及選手診斷滿意度問卷以瞭解是否有改善學生的學習成效與提升學習動機。結果:選手在診斷滿意度問卷表示同意以上人數占整體70%,顯現課程運科檢測對多數人有實質上正面的回饋與幫助。結論:透過整合情境式教學更能激發學習動機且應用所學的專業知識。
Purpose: This study investigated the integration of situated teaching to enhance the effectiveness of student learning and thinking in sports biomechanics courses. Methods: Nineteen students enrolled in the course and 18 archery team members were recruited for technical diagnostic analysis. The course effects measured included the skills and knowledge gained by the students, improvements in the skills of the archers, the learning effectiveness and motivation of the students, and the diagnosis satisfaction of the archers. A course evaluation questionnaire and a participant diagnostic satisfaction questionnaire were employed to analyze whether an improvement in student learning outcomes and motivation occurred. Results: The proportion of respondents who indicated diagnostic satisfaction was 70%, indicating that the diagnostic analysis in the course provided effective feedback and help to most of the archers. Conclusion: The integration of situated learning improved the professional knowledge of students and increased their motivation to use such knowledge.