運動教育模式融入大專桌球教學對於課程滿意度與學習成效之差異

Differences in Course Satisfaction and Learning Effectiveness for Sport Education Model Incorporated into College Table Tennis Teaching

莊哲偉(Che-Wei Chuang) ； 謝沛蓁(Pei-Chen Hsieh) ； 劉記帆(Chi-Fan Liu)

《交大體育學刊》 16期 (2020/12) Pp. 1-12

摘要

目的：本研究旨在瞭解運動教育模式融入大專桌球課程對於課程滿意度及學習成效之影響。方法：隨機選取兩班大二必修的桌球課程班級，並將其隨機分派為運動教育模式組（40人）及傳統教學組（35人），於期初進行正拍對打及反拍對打技能前測，期末進行正拍對打、反拍對打後測、紙筆測驗及課程滿意度。結果：一、運動教育模式組不論是在反拍對打技能後測（t=16.616,p＜.05）或正拍對打技能後測（t=11.390,p＜.05）皆顯著優於傳統教學組。二、運動教育模式組的筆試成績顯著優於傳統教學組（t=5.896,p＜.05）。三、兩組不論是在反拍對打或是正拍對打，後測成績顯著優於前測成績。四、運動教育模式組在「同儕關係」（t=9.259,p＜.05），顯著優於傳統教學組；傳統教學組在「硬體設施」（t=-2.337,p＜.05），顯著優於運動教育模式組。結論：一、無論採用傳統體育教學方法或運動教育模式，對大學生學習桌球技能皆達良好效果，但採用運動教育模式之教學方法較傳統教學更具學習成效。二、透過運動教育模式融入大專桌球課程，能夠增進同儕關係，促進團隊凝聚力。

關鍵字

大學體育 ； 體育課程設計 ； 體育教學

並列摘要

Purpose: The study aims to understand the differences in course satisfaction and learning effectiveness for sport education model incorporated into college table tennis teaching. Method: Two sophomore compulsory table tennis classes of students were chosen and randomly divided into two groups, sport education model (40 people) and traditional teaching (35 people). In the beginning of the semester, they had a pre-test on skills of forehand plays and backhand plays. In the end of the semester, the participants had a posttest on skills of forehand plays and backhand plays, a written test and a questionnaire on the course satisfaction. Result: (1) In terms of posttest on skills of backhand plays (t=16.616, p＜.05) and skills of forehand plays (t=11.390, p＜.05), the group of sport education model was much better than the group of traditional teaching. (2) The result of the written test by the group of sport education model was significantly better than the group of traditional teaching (t=5.896, p＜.05). (3) As for forehand plays and backhand plays, both of the two groups had better performance in the posttest than in the pre-test. (4) The group of sport education model was significantly better than the group of traditional teaching on ＂peer relationship＂ (t=9.259, p＜.05), whereas traditional teaching group was significantly better than sport education model group on ＂hardware facilities＂ (t=-2.337, p＜.05). Conclusion: (1) Traditional teaching method and sport education model both have good effects on college students' table tennis skills. But teaching method of sport education model is more effective in learning than traditional teaching method. (2) The integration of sport education model into college table tennis course can enhance peer relationship and team cohesiveness.

並列關鍵字

college physical education ； physical education curriculum design ； physical education teaching

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