小組檔案評量運用於國小體育教學之行動研究—以運動教育模式為例

An Action Research on Small-group Portfolio assessment in Physical Education Instruction in Elementary School – A Case Study of Sport Education Model

蕭明芳(MING-FANG HSIAO)

指導教授 ： 林靜萍

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(2009年)

摘要

本研究主要目的在探討小組檔案評量之實踐歷程；瞭解小組檔案評量於運動教育模式教學中對學生學習成效的影響；並透過親、師、生三方面瞭解實施小組檔案評量所遭遇的困難及其看法。研究採行動研究的方式，以佳佳國小六年級一個班級為研究對象，進行11週的樂樂棒球課程。本研究小組檔案評量於體育領域教學中的實踐歷程為：先確認教學問題、發展行動策略，其次，將小組檔案評量的內容融入教學，過程中不斷反省、修正。研究發現：小組檔案評量確實發揮讓學生反省思考的功能，能深入且從多元的面向去瞭解學生的學習成效，在認知方面，透過學習過程反省，增加對動作概念、規則、戰術的理解；在動作技能方面，有助樂樂棒球動作技能的提升；在情意方面，促進團隊合作、感受運動樂趣；在實踐方面，能增進學生參與運動。實施小組檔案評量所遭遇的困難：在學生方面，發現對學習單的題目理解較差，原因為過去體育課較少讓學生進行反思，並將反思轉換成文字的緣故，因此需要更多時間的訓練與養成；在教師方面發現批改費時、無法立即給予回饋、擔心學生及家長的負面觀感、少數學生參與度低，其解決方式是調整檔案內容、使用策略鼓勵學生準時繳交作業、檔案管理由學生輪流擔任。此外，學生、教師及家長都認為實施小組檔案評量有助學生學習，並能增加親師生之間的互動與溝通。

關鍵字

檔案評量 ； 行動研究 ； 體育教學評量 ； 運動教育模式 ； 樂樂棒球

並列摘要

The primary purpose was to investigate the process of practice for small-group portfolio assessment, and the impact of small-group portfolio assessment on the learning effects of students with instruction of Sport Education Model. Besides, via the discussion among parents, teachers and students, difficulties and suggestions in implementation of small-group portfolio assessment can be found. Action research was employed to a class of 6th graders in Jia Jia Elementary School. And 11-week of Tee ball program was conducted. This practice began with finding of teaching problems, identification of information, and development of action strategies. Small-group portfolio assessment would be blended into teaching, while continuous reflection and revision were carried out throughout the process. Conclusions were: small-group portfolio assessment can, indeed, help students demonstrate their reflection competence. Teachers can also evaluate students’ performance from multiple perspectives. In terms of cognition, students’ understanding of the movement, rules, and tactics of Tee ball game can be enhanced via reflection of learning process. Skills were also improved. The assessment also helped promote team-work bondage. Students enjoyed the game and the popularity of sports was increased among students. As for difficulties encountered when small-group portfolio assessment was implemented, it was discovered that students performed relatively poor with written questions on the worksheets, and the reason might be that students were not asked to have reflection and to transform their reflection into words in PE class in the past. Therefore, it would take somewhat longer period of time for training and cultivation. On the part of teachers, there were problems, like they need more time to correct the worksheets, they can’t give feedback to students immediately, they might get negative feelings from students and parents, and a few students might have low participation. Solutions to them could be done with adjustment of portfolio content, special strategies to encourage students to hand in assignment on time, and students taking care of portfolio in turn. In brief, students, teachers, and parents all considered that the implementation of small-group portfolio assessment was helpful to students’ learning, and could enhance the interaction and communication among parents, teachers, and students.

並列關鍵字

portfolio assessment ； action research ； assessments of physical education ； Sport Education Model ； Tee ball

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