練習式與理解式球類教學法之應用：以醒吾技術學院桌球課教學為例

The Application Study of the Practice Style and Teaching Games for Understanding: A Case Study of Table Tennis Teaching Plan in Hsing Wu College

蔡欣延(Joseph Hsin-Yen Tsai) ； 簡麗玲(Li-Ling Chien)

《大專體育學術專刊》 98年度 (2009/05) Pp. 129-135

https://doi.org/10.6695/AUES.200905_98.0018

摘要

運用適當的教學策略，不僅可以提升學生學習的成效，也可以增加學生學習的樂趣。本研究以醒吾技術學院體育課興趣選項分組教學，選上初級桌球課的44位學生為對象，目的在於採用練習式和理解式球類教學法進行一個學期的桌球教學後，分析學生測驗的成績，以及學生學習後知覺反應的情形。研究方法乃運用Mosston and Ashworth（1986）教學光譜中的「練習式」與Thorpe and Bunker（1986）所提出的「理解式球類教學法」之精神，並依據Tyler（1949）所提出的四個課程與教學基本原理，編製一份一個學期的初級桌球教學教案進行教學。以皮爾森積差相關來計算單打、雙打、正手擊球測驗和精神成績與學期成績的相關性，並以學生教學知覺反應量表的結果來評定教師教學的成效。研究結果顯示出：學期成績與「正手擊球成績」、「單打成績」、「雙打成績」和「精神成績」都呈現顯著水準的正相關；而且學生在「單打成績」和「精神成績」上，可獲得較高的分數；男女學生在學期成績的差異上未達顯著水準。學生在學習知覺反應上，教師層面因素的平均得分為3.91±0.79，學生層面因素的平均得分為3.85±0.83，反應出超過平均值（3.0）的給分；顯示出學生對教師的教學具有中上程度的評價，而學生本身對課程的修前興趣與學習投入的情形，也呈現出中上的程度；而且學習投入的平均值優於修前興趣的平均值。

關鍵字

體育教學策略 ； 學習成效 ； 樂趣

並列摘要

Using adaptive teaching strategies not only could promote learning effect also increase students' interest. The purposes of this study were adopt ”the Practice style” and ”Teaching Game for Understanding” teaching methods in table tennis to investigate the results of Hsing Wu College students' test scores and ratings of instructional perception. The study adopt Mosston and Ashworth (1986) the spectrum of teaching style ”the Practice style” and Thorpe and Bunker (1986) ”Teaching Game for Understanding”, and based on Tyler (1949) the four principles of curriculum and teaching to development primary table tennis teaching lesson plan. By Pearson Product-moment Correlation Coefficient calculated the correlation of single game scores, double game scores, forehand stroke scores and semester scores. And by students ratings of instructional perception evaluated the effect of teaching. The results showed that semester scores with forehand stroke score, single game score, double game score and spirit score were significant positive correlation; and the students could get higher scores on single game and spirit score; and the semester scores were not significant difference by gender. On students ratings of instructional perception, the average score of teacher' factor were 3.91±0.79 and students' factor were 3.85±0.83. The scores were above average value (3.0), so we could think the evaluation of students on teacher was medium-high level. Students' pre-learning interest and study investment were reached medium-high level, and the average value of students’ study investment was better than pre-learning interest.

並列關鍵字

physical education teaching strategies ； learning effect ； interest