運用多媒體輔助教學融入國小五年級體育對學童態度與動作技能表現之影響

The Effects of Multimedia Assisted Physical Education Instruction on Attitude toward Physical Education and Motor Skills Performance for the 5th Grade Students

涂馨友(Hsin-Yu Tu) ； 黃美瑤(Mei-Yao Huang) ； 徐岳聖(Yueh-Sheng Hsu) ； 何鎔靜(Jung-Ching Ho)

《大專體育學術專刊》 97年度 (2008/05) Pp. 199-206

https://doi.org/10.6695/AUES.200805_97.0028

摘要

本研究旨在探討多媒體輔助教學融入國小五年級體育對學童態度與動作技能表現之影響。研究採取準實驗研究法，以桃園縣中壢市某國小五年級兩個班級學童為研究對象，隨機分派一班為多媒體輔助體育教學組（30人），另一班為傳統體育教學組（33人）。根據體育課態度量表及動作技能之前、後測所得資料經統計分析處理後，實驗組與控制組在體育課態度與動作技能表現之結果如下：一、實驗組學童在體育課態度及認知、情感、意向行動等分量表，以及動作技能表現的後測成績顯著優於前測，且差異達顯著水準。二、實驗組學童之體育課態度及分量表認知、情感之後測得分顯著高於控制組學童，且差異達顯著水準。三、實驗組與控制組學童在動作技能表現之後測成績無顯著差異情形存在。四、實驗組高、低動作技能學童在體育課態度及認知、情感、意向行動等分量表之後測成績並無顯著差 異情形存在。然而，學童的體育課態度也可能因課室氣氛、師生互動、同儕互動等的因素亦有所不同，建議未來能朝這幾個面向，持續加以研究探討。

關鍵字

體育教學 ； 動作學習

並列摘要

The purpose of this research was to examine the effects of implementing multimedia assisted physical education instruction on the fifth grade students' attitude toward physical education and motor skills performance. A quasi-experimental study was used in this research. Two classes of fifth grade students were selected as samples from an elementary school in Taoyuan County, Taiwan, and they were randomly assigned into either experimental group or comparable group. One session (n=30) was trained by using multimedia assisted physical education instruction as experimental group, and the other session (n=33) was used by traditional physical education instruction as comparable group. Based on the result of the Student Attitude Scale toward Physical Education and the Basic Motor Ability Test-Revised (BMAT-R), the data was examined the difference on several factors before and after the training and across different methods. The results were made by the following: 1. Students in the experimental group significantly revealed higher scores in the post-test on the factors of cognitive domain, affective domain, behavior intention domain, and motor skills performance. 2. Students in the experimental group had significantly higher than the comparable group on attitude toward physical education and the factor of cognitive domain, affective domain. 3. There was no significant difference between the experimental group and the comparable group on motor skill performance in the post-test. 4. In the experimental group, there was no significant difference between higher motor skill level and lower motor skill level of those students on the factors of cognitive domain, affective domain, behavior intention domain about attitude toward physical education. The finding showed that students' attitude toward physical education could be different because of class climate, teacher-student interaction and peer interaction. The finding also suggests that the future study can investigate those variables on motor skill development and attitude.

並列關鍵字

physical education instruction ； motor learning