體育課運用差異化教學對動作協調能力、身體活動量及同儕互動之影響

The Effects of Differentiated Instruction in Physical Education Class on Motor Coordination, Physical Activity and Peer Interaction

楊翰期(Han-chi Yang)

指導教授 ： 謝錦城

國立清華大學/竹師教育學院/運動科學系/碩士(2021年)

摘要

目的：本研究目的為探討體育課運用差異化教學對動作協調能力、身體活動量及同儕互動之影響。方法：以521位三到六年級國小學童（男生274位，女生247位）為研究對象，差異化教學組有12個班級（318名學生），傳統教學組有8個班級（203名學生）。差異化教學組介入體育課差異化教學；傳統教學組介入體育課傳統教學，為期18週，每週2堂，每堂40分鐘。採用重複 t 檢定考驗差異化或傳統教學前後對動作協調能力、身體活動量和同儕互動的影響。並使用單因子共變數(ANCOVA)考驗差異化與傳統教學組在動作協調能力、身體活動量和同儕互動的差異。結果：在差異化或傳統教學介入後差異化教學組與傳統教學組在動作協調能力、身體活動量及同儕互動等方面皆有顯著地改善；再者，差異化教學組與傳統教學組的動作協調能力、身體活動量及同儕互動，組間都未達顯著差異；此外，經差異化教學介入，男生的身體活動量達顯著高於女生。結論：本研究顯示體育課的差異化和傳統教學皆可以提高學童的運動協調性、體育活動和同伴互動，但差異化和傳統教學之間沒有差異。

關鍵字

傳統教學 ； 國小學童 ； 性別 ； 教學效能 ； 教學策略

並列摘要

Purpose: The purpose of this study was to investigate the effects of differentiated and traditional instruction in physical education classes on motor coordination, physical activity and peer interaction. Method: Five hundred twenty-one primary school children (274 boys and 247 girls) in grades three to six were recruited as the subjects. There were 12 classes (318 students) in the differentiated instruction group and 8 classes (203 students) in the traditional instruction group. When the differentiated instruction group was demonstrated in the differentiated instruction of physical education, the traditional instruction group was involved in traditional physical education. Both differentiated and traditional instruction groups lasted for 18 weeks, 2 lessons per week, 40 minutes per lesson. The tests of motor coordination, physical activity volume and peer interaction were measured before and after the intervention of differentiated and traditional instruction. The effect of before to after differentiated or traditional instruction on motor coordination, physical activity volume and peer interaction was determined by using repeated t-test. Analysis of covariance (ANCOVA) was applied to examine the difference between the differentiated and traditional instruction groups on motor coordination, physical activity volume and peer interaction. Result: Both the differentiated instruction group and the traditional instruction group had improved significantly in motor coordination, physical activity, and peer interaction after the intervention of differentiated or traditional instruction. Moreover, there were not significant different between the differentiated instruction group and the traditional instruction group in motor coordination, physical activity and peer interaction. In addition, the amount of physical activity of boys was significantly higher than the girls after the intervention of differentiated instruction. Conclusion: This study indicated that differentiated and traditional instruction in physical education classes could improve the motor coordination, physical activity, and peer interaction of children, but there was not difference between differentiated and traditional instruction.

並列關鍵字

Conventional Instruction ； Elementary school children ； Gender ； Teaching efficiency ； Instructional strategy

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