以Mosston命令式教學對軍校生學習情境知覺與學習成效的關係

本研究之目的在探討戰技課程以Mosston命令式教學對軍校生學習情境知覺與學習成效相關情形。本研究是以國防大學政治作戰學院四年級88位軍校生為研究對象，全體研究對象平均年齡為21.36歲。本研究對象採立意取樣，為單組前後測設計。教學過程均以Mosston命令式實施6週的手榴彈投擲課程教學實驗。教學前與教學後分別實施動作技能測驗與量表填答。將所得數據整理分析後，獲得以下結論：戰技手榴彈課程在命令式介入教學後，教師所營造競爭性學習情境愈優質及有效降低學習過程的恐懼性愈多對軍校生在感覺享受知覺、感覺無聊知覺、技能學習認知及投擲動作技能等變項也就愈呈現正向學習成效，其次，營造挑戰性學習情境與多對軍校生感覺享受知覺及技能學習認知變項亦呈現顯著正向的學習成效。研究同時發現，挑戰性及恐懼性之學習情境知覺分別對感覺享受知覺及技能學習認知二變項之學習成效最具影響力；另外，競爭性學習情境知覺則對感覺無聊知覺及投擲動作技能之學習成效最具預測力。

關鍵字

戰技課程；手榴彈；教學策略

並列摘要

The purpose of this study was to investigate the relationship between learners' learning situation and learning achievement after battle course interposed by command style of Mosston spectrum. In this research, 88 cadets were elected from fourth-degreed of Institute of Political Warfare, National Defense University. The average age of these cadets was 21.36 years old. A one group pretest-posttest design was used for this study and subjects were selected through judgment sampling. This research was conducted over a six-week period, the per- and post-teaching questionnaire survey and skills test were implemented respectively. The results were statistically analyzed and we found that an increased of competitive learning situation perception and a decrease of fear learning situation perception could promoter sense of ”learning satisfaction”, ”skill learning cognition” and ”Throw skill” after command style of Mosston spectrum interposed into Grenade-throwing training. Our data also supported the view that perception of challenging learning situation could increase perception of feel the enjoyment and cognitive skill learning. In this study, perception of challenge and fear learning situation had significantly effects in feel the enjoyment of perception and cognitive skill learning. Moreover, competition learning situation perception exhibited better prediction for feeling bored perception and learning outcomes of throwing skills.

並列關鍵字

battle course ； grenade-throwing ； teaching strategies

國際替代計量

以Mosston命令式教學對軍校生學習情境知覺與學習成效的關係

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