個人與社會責任模式融入理解式球類教學對國小四年級學生學習效果之研究

The Effects of Teaching Volleyball for Understanding Integrated into Teaching Personal and Social Responsibility Model among the Fourth Grade Students

黃志成(Chih-Cheng Huang) ； 闕月清(Yueh-Ching Chueh)

《金門體育學報》 1卷2期 (2018/07) Pp. 1-13

https://doi.org/10.6855/JKS.201807_1(2).0001

摘要

目的：本研究目的在於探討個人與社會責任模式（Teaching Personal and Social Responsibility，簡稱TPSR）融入理解式球類教學（Teaching Games for understanding， 簡稱TGfU）的排球比賽表現以及個人與社會責任的學習效果。方法：本研究透過立意取樣方法選取曾經參與推展TGfU教學的1位國小體育教師，經由TPSR工作坊培訓後，針對其原授課班級1班實施10節TPSR融入TGfU排球教學。以比賽表現評量工具（Game Performance Assessment Instrument）、個人與社會責任問卷（Personal and Social Responsibility Questionnaire）進行前後測驗，所得量化資料採相依樣本t考驗加以處理。結果：在TPSR融入TGfU教學後，學生整體的排球比賽表現有明顯的進步（t =-3.25，p＜.05）。在TPSR融入TGfU教學後，學生努力與合作的責任行為有明顯的進步（t =-2.44，p＜.05），但學生整體的個人與社會責任沒有顯著的進步（t =-1.87，p＞.05）。結論：本研究發現TPSR融入TGfU排球教學能有效提升學生的排球比賽表現，建議規劃較長時期的TPSR融入TGfU體育課程，以有效促進學生良好的個人與社會責任行為。未來的研究可採用質性的參與觀察法來瞭解學生責任行為改變的歷程。

關鍵字

理解式球類教學 ； 個人與社會責任模式 ； 個人與社會責任問卷 ； 比賽表現評量工具 ； 學習效果

並列摘要

Purpose: The purpose of this study was to investigate the learning effects of Teaching Games for Understanding (TGfU) integrated into Teaching Personal and Social Responsibility Model (TPSR) among the fourth grade students. More specifically, to explore the games performance and personal and social responsibility learning effect of this model base instruction. Methods: The participant was purposefully sampling of one PE teacher expertised in TGfU and had attended TPSR training. He taught his original class using 10 TGfU incorporated TPSR volleyball lessons. The data were collected using Game Performance Assessment Instrument (GPAI) and Personal and Social Responsibility Questionnaire (PSRQ). These data were analyzed statistically by dependent t tests. Results: The results were as follows: (1) There was significant learning effects on game performance for students. (2) There was significant learning effect on effort and cooperation dimension of personal responsibility, but there was no significant learning effect on personal and social responsibility for students on the whole. Conclusion: The findings indicated that TGfU integrated with TPSR enhanced students' volley game performance. It was suggested that PE teacher should plan a longer period of TPSR PE program to promote students' responsibility behavior effectively. Future research could use qualitative approach of observation method to explore the process of student responsibility behavior change.

並列關鍵字

Teaching Games for Understanding ； Teaching Personal and Social Responsibility ； Game Performance Assessment Instrument ； Personal and Social Responsibility Questionnaire ； learning effects