不同教學方式對網球初學者自信心與學習成效差異分析

An Analysis of Effect of Different Teaching Methods on the Self-Confidence and Learning Effect of Novice Tennis Players

王儀旭(Yi-Hsu Wang) ； 張清泉(Ching-Chuan Chang) ； 蔡進祥(Jing-Hsiang Tsai) ； 莊宜達(Yi-Da Chuang)

《大專體育學術專刊》 97年度 (2008/05) Pp. 193-198

https://doi.org/10.6695/AUES.200805_97.0027

摘要

本研究之目的在比較樂趣化與傳統式教學對網球初學者自信心與學習滿意、技能學習認知及動作技能等教學目標之學習成效差異。本研究之研究對象是以國防大學96學年選修網球50位網球初學者作為（採隨機分派區分樂趣組與傳統組），在為期十週的網球教學前後實施動作技能測驗及問卷填寫。研究所得結果經分析與討論後，獲得以下結論：教學後，樂趣化與傳統式教學均能有效提升網球初學者在自信心及感覺享受知覺、感覺無聊知覺、技能學習認知及動作技能等學習目標之學習成效。研究同時發現，樂趣化教學組所獲得的學習成效顯著優於傳統式教學。研究最後建議教師針對網球初學者在實施網球教學過程能以樂趣化迷你網球活動介入四至七週的教學活動。

關鍵字

學習滿意 ； 技能學習認知 ； 動作技能

並列摘要

The purpose of this study was to compare two different methods of teaching: traditional methods and a ”fun” method, in improving self-confidence, learning satisfaction, skills acquisition and motor skills of novice tennis players. The subjects in the study include 50 novice tennis players choosing tennis as an elective at National Defense University in 2007 (subjects are randomly assigned to either the ”fun” group or the traditional group). Before and after the 10-week tennis training, practical tests and surveys were performed. After analysis and discussion of the results from the study, the following conclusions are made: after training, both ”fun” and traditional methods of teaching can effectively improve learning efficacy in terms of confidence, enjoyment, boredom, skills acquisition and motor skills. The study also finds that the fun group showed significantly more efficient learning than the traditional group. The study concludes that for novice tennis players, teachers should include four to seven weeks of fun, miniature tennis activities in the standard tennis educational curriculum.

並列關鍵字

learning satisfaction ； skill learning ； motor skill