KP訊息回饋策略介入教學後軍校生之目標取向對學習滿意與技能認知之相關研究-以戰技刺槍術為例

The study of applying Knowledge of Performance as Message Feedback to Cadets' learning satisfaction and skill learning cognition in terms of Goal Orientations-Example of Bayonet Martial Battle Course

王儀旭(Yi-Hsu Wang) ； 林裕量(Yu-Ling Lin) ； 劉昆賢(Kun-Hsien Liu)

《國防大學通識教育學報》 3期 (2013/06) Pp. 209-219

摘要

本研究之目的在探討KP訊息回饋策略介入教學後軍校生之目標取向與學習滿意、技能認知之學習成效之研究。本研究是以國防大學之政治作戰學院四年級32員軍校生為研究對象。研究對象採立意取樣，為單組前後測設計。以戰技刺槍術課程為教學實驗項目實施教學，教學期程為每週二次，每次五十分鐘，為期六週的教學實驗教學前與教學後實施刺槍術目標取向量表、刺槍術學習滿意及刺槍術技能認知等三種量表填答。綜合上述研究結果與討論經整理分析後，獲得以下結論：教學後，藉以表現獲知（KP）訊息回饋介入教學後，軍校生在刺槍術課程之技能認知、滿意之感覺無聊層面及目標取向之工作取向等變項均呈現顯著性的學習成效。其次，研究發現，軍校生在學習過程對技能認知層面愈高，對戰技之刺槍術的學習無聊層面也就愈低。此外，軍校生聚焦在和自己的標準及自己進步做比較工作取向動機層面愈高，則在拿自己和別人比較、打敗他人的自尊取向層面也就愈高。由此可見，戰技教學過程教師藉以給表現訊息回饋〈KP〉愈多對軍校生在技能認知、學習無聊層面及以自己進步做比較的工作取向動機層面也就更具正面的學習成效及影響力。

關鍵字

工作取向 ； 自尊取向 ； 感覺無聊 ； 感覺享受

並列摘要

The goal of this study is to analyze the influence toward learning satisfaction and skill learning cognition in terms of Goal Orientations after applying Knowledge of Performance (KP) as Message Feedback method. The samples of this research are 32 senior male cadets of Fu Hsing Kang College, National Defense University. And the experiment applied Pre-test, Post-test and Purpose sampling as research method The Bayonet martial battle course included 2 times of 50 minutes practice per week in 6 weeks. Cadets are asked to answer 3 questionnaires regarding bayonet martial battle course, included scale of Goal Orientations, learning satisfaction and skill learning cognition, before and after the teaching experiment. After the bayonet martial battle course, we observed significant positive learning impact in terms of skill learning cognition, perception of not being boring and goal orientations (Task Involvement) after applying Knowledge of Performance (KP) as Message Feedback method. The research results of this experiment are as following: Besides, we also found that the higher score cadets demonstrated in skill learning cognition, the level of being boring in learning Bayonet martial battle will be significantly low. In addition, the higher score cadets demonstrated in concerning self-performance (Task Involvement), the higher level of Ego Involvement (defeat or compare with peers) cadets will echo as well. To sum up, the more K.P message feedback instructors provided in martial battle course, the more positive influence and significant impact cadets will demonstrated in terms of skill learning cognition, perception of not being boring and self-oriented Ego Involvement.

並列關鍵字

Task Involvement ； Ego Involvement ； Feeling Bored ； Feeling Enjoyabale