不同教學方式介入對軍校生學習情境知覺與學習成效差異分析：以戰技課程為例

Analyze Learning Effect in Learning Situation Perception of Military Students by Different Teaching Modes: Battle Course for Example

邱廣研(Kuang-Yen Chiu) ； 王儀旭(Yi-Hsu Wang) ； 周建智(Chien-Chih Chou) ； 林育量(Yu-Ling Lin)

《大專體育學術專刊》 98年度 (2009/05) Pp. 206-214

https://doi.org/10.6695/AUES.200905_98.0028

摘要

本研究之目的在比較命令式與傳統式教學介入對軍校生學習情境知覺與學習滿意、技能學習認知及動作技能等教學目標之學習成效差異。本研究是以國防大學政治作戰學院四年級60員軍校生為研究對象。研究對象採隨機取樣，分成命令式與傳統式二教學組。並實施為期4週，每週2次，每次50分鐘的手榴彈野戰投擲教學。教學前與教學後分則別實施對問卷填答及投擲技能測驗。本研究經結果整理分析後，獲得以下結論：教學後，命令式教學與傳統式教學介入對軍校生在挑戰性、競爭性及恐懼性之學習情境知覺、學習滿意之感覺享受知覺與感覺無聊知覺、技能學習認知及投擲技能等變項之學習成效顯著優於教學前。研究同時發現，傳統式教學在恐懼性學習情境知覺、學習無聊知覺及技能學習認知等變項所獲得的學習成效顯著優於命令式教學。

關鍵字

戰技課程 ； 手榴彈投擲訓練

並列摘要

This study was aimed to analyze and compare the teaching effect on learning situation perception, learning satisfaction, skill learning cognition, and motor skill by the direct mode and the traditional mode. We selected 60 four-grade students in the National Defense Academy and randomly grouped into the direct mode group and the traditional mode group. This study applied a 50 minutes grenade-throwing training per day, and twice per week in four weeks. Before and after the teaching, the students had the throwing-skill-tests and filled the questionnaires. After analyzing the data, we concluded that both teaching methods shows better learning achievement before teaching on Challenge Learning Situation Perception, Competition Learning Situation Perception, Fear learning situation perception, Enjoyment perception on learning satisfaction, Sense of boredom perception on learning satisfaction, Skill learning cognition” and ”Throw skill”. On the other hand, the traditional mode showed better achievement on learning situation perception, learning boring perception, and skill learning cognition.

並列關鍵字

battle course ； grenade-throwing training