以資訊融入體育教學探究國小五年級學童體育課學習動機與動作技能表現

Implementation of the Information Technology Instruction into Students' Learning Motivation and Movement Skill Performance of Physical Education

黃美瑤(Mei-Yao Huang) ； 石國棟(Kuo-Tung Shih) ； 林信宏(Hsin-Hung Lin) ； 陳嘉弘(Chia-Hung Chen)

《大專體育學術專刊》 95年度 (2006/04) Pp. 110-115

https://doi.org/10.6695/AUES.200604_95.0020

摘要

本研究旨在以資訊融入體育教學探究國小五年級學童體育課學習動機與動作技能表現之影響。本研究樣本以台北市萬華區某國小之五年級2個班級，共50位學童為研究對象，分成資訊融入組與傳統組共進行六週，每週兩節課、每節四十分鐘進行之。資訊融入體育教學內容設計主要以基礎動作技能、非操作性動作技能及操作性動作技能等技能內容的活動製作。本研究之前後測施以體育課學習動機及動作技能檢測表等工具。根據前後測所得資料進行統計分析，其研究結果發現：一、資訊融入體育教學之後，資訊融入組學童之體育課學習動機及專注力得分顯著高於傳統組。資訊融入組與傳統組學童在動作技能表現無顯著差異水準存在。二、資訊融入體育教學之後，資訊融入組學童之體育課學習動機中專注力、關聯性、自信心與動作技能表現後測得分皆高於前測，唯滿足感前後測未達顯著差異水準。三、傳統組學童在體育課學習動機、專注力、關聯性、自信心、滿足感及動作技能表現前後測未達顯著差異水準。

關鍵字

資訊融入體育教學 ； 動作技能表現 ； 體育課學習動機

並列摘要

The primary purpose of this study was to examine the effectiveness of fifth grade students' learning motivation and movement skill performance by implemented the information technology instruction into physical education classes. The participants were 5th graders with total number of 50 (n=50) from two classes in an elementary school of Wan-hua district, Taipei. One class was implemented the information technology instruction and named as information technology instruction group. One class was instructed by the usual lesson content and named as traditional group. The period of experimental time was 6 weeks long, met two classes per week and each class has 40 minutes long. The main context of information technology instruction group was fundamental movement skills, non-manipulated skills, and manipulated skills. The leaning motivation test and movement skill performance test were utilized in pre-test and post-test. Based on the statistical results of pre-test and post-test scores, the results were made by the following: 1. The students in the class of information technology instruction revealed a significant difference in the leaning motivation and attention than class was not implemented the computer information assistant instruction. There is no significant difference reveled in the movement skill performance between two classes. 2.The students in the class of information technology instruction revealed a higher score in the learning motivation in the post-test in the terms of attention, relevant, and confidence. Only satisfaction was not reveled a significant difference between pre-test and post test. 3.The students in the traditional group showed no significantly difference in the learning motivation between pre-test test and post-test in the terms of attention, relevant, confidence, and satisfaction.

並列關鍵字

information technology instruction ； movement skill ； learning motivation ； ARCS