個人與社會責任模式融入理解式教學法對學生品格表現之影響

Effect of Teaching Games for Understanding Incorporated with the Teaching Personal and Social Responsibility Model on Students' Character Performance

沈彥汝(Yan-Ru Shen) ； 方振宇(Jen-Yu Fang) ； 龔雅慈(Ya-Tzu Kung)

《全球運動與休閒管理期刊》 3卷3期 (2020/09) Pp. 43-54

https://doi.org/10.6616/GSRM.202009_3(3).0003

摘要

理解式教學法在體育教學中已有許多的研究證實其效益，然而個理解式教學法對於學生的品格表現，在研究上並未有顯著的研究結果，個人與社會責任模式可能是一條有效的途徑，促使學生在理解式教學的情境下，能提升品格表現。研究目的：旨在探討個人與社會責任模式融入理解式教學法對國中生品格表現的影響。研究方法：採實驗研究法，以臺北市某中學九年級學生二班共49名為實驗對象，一班實施理解式教學法（n=24），另一班則是個人與社會責任模式融入理解式教學法（n=25）。研究時間為期八週，共十六節體育課，每節45分鐘。研究工具為Hsu, Pan, Chou, Lee與Lu（2014）發展「An Instrument for Measuring high school Students' Responsibility in Physical Education」進行問卷調查。統計方式：採獨立樣本t考驗分析兩組差異。研究結果：學生在經過個人與社會責任模式融入理解式教學法教學後在品格有較佳的表現。結論：本研究可以提供未來推行TPSR與TGfU之依據，提供體育教師或學者進行教學及研究之參考。

關鍵字

個人與社會責任模式 ； 理解式教學法 ； 體育教學 ； 品格

並列摘要

The benefits of Teaching games for understanding (TGfU) have been verified in various studies of physical education teaching. However, the effect of TGfU on students' character performance has been found to be nonsignificant in research. The present study inferred the teaching personal and social responsibility (TPSR) model to be an effective path that boosts student character performance in the context of TGfU. Research objectives: This study aims to discuss how the incorporation of the TPSR model into TGfU can affect junior high school students' character performance. Research methods: An experiment was conducted on a total of 49 ninth graders from two classes of a junior high school in Taipei City. This study implemented TGfU in one class (n = 24) and TGfU incorporated with the TPSR model in the other class (n = 25). The research period spanned eight weeks, over which 16 physical education sessions, each lasting 45 minutes, were conducted. The research instrument was a questionnaire survey adapted from an instrument for measuring high school students' responsibility in physical education proposed by Hsu, Pan, Chou, Lee, and Lu (2014). Statistical methods: An independent t-test was conducted to examine differences between the two classes. Research results: Students who received TGfU incorporated with the TPSR model exhibited more favorable character performance than did those receiving TGfU alone. Conclusions: This study serves as a basis for future implementation of TPSR and TGfU, providing physical education teachers and scholars with insights into their teaching practices and research.

並列關鍵字

Teaching Personal and Social Responsibility (TPSR) ； Teaching Games for Understanding (TGfU) ； Physical Education ； Character Performance Teaching