國小學童在戰術遊戲比賽中批判思考能力探究

Primary school students' critical thinking in tactical games

簡岱芸(Chien Tai-Yun)

指導教授 ： 掌慶維

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(2017年)

https://doi.org/10.6345/NTNU202202721

摘要

隨著社會越趨複雜與多元，發展學生獨立思考與提昇問題解決的能力，以促進適應瞬息萬變的社會，此為十二年國教以素養為導向的課程所重視之精神。本研究旨在透過國小六年級學童體育課實施戰術遊戲比賽模式，了解學生在戰術遊戲比賽模式的學習過程中，其批判思考能力的展現情形。本研究採準實驗設計，以臺北市某國民小學六年級2班學生為研究對象，分為戰術遊戲比賽模式之實驗組（男15人，女15人）與技能取向之控制組（男16人，女13人），採原班上體育課方式，每班10節（400分鐘）共為期10週。在教學實驗前、後進行批判思考能力前、後測。統計方法採混合設計二因子變異數分析進行考驗，比較其批判思考能力在各項得分顯著情形。此外，在教學實驗過程中，觀察學生小組意見討論影片口語資料轉譯為逐字稿，並使用序列分析處理小組討論資料。結果顯示實驗組與對照組在運動批判性思考能力的主要差異與討論過程。結論為一、戰術遊戲模式對於提升國小高年級學童在「整體批判思考」、「演繹」能力的得分具有明顯提高。二、戰術遊戲模式組中共四組，其中二組在運動批判思考能力的「演繹」能力構面達顯著差異。三、同儕小組成員在戰術遊戲模式中的討論與互動，有助於國小高年級學童在批判思考能力的發展。

關鍵字

體育課學習 ； 高層次思考 ； 批判思考能力 ； 教學策略

並列摘要

Within the increasingly complex and diverse society, it is crucial to develop students’critical thinking and problem solving competencies. The study aimed to investigate primary school students' critical thinking competencies in physical education class through a tactical approach for invasion games learning. Participants were 59 pupils(sixth grade, male=31, female=28). They were divided into experimental group (EG,n=30) and control group (CG, n=29). Pre-test and post-test were conducted through critical thinking ability questionnaires. During the learning cycle, 20 lessons were implemented by tactical approach. For 10 weeks a total of 10 (400 minutes) of the tactical game game mode and skills orientation ball teaching physical education, 10 classes per class for ten weeks. The two-way analysis of variance (ANOVA) of mixed design was used to analyse and compare the scores of critical thinking competencies. In terms of EG, critical thinking behavior assessment observation form was also used to analyze the observational data. Results showed the process of group discussion with relation to critical thinking and the major deferences between EG and CG. The findings of this study were as follows: 1. Tactical game model strategy for the promotion of junior high school students in the "overall critical thinking", "deductive" ability to score has improved significantly.2. Tactical game mode strategy will be divided into red, purple, yellow, orange four groups, and the red team, purple team in the movement of critical thinking ability "deduction" capacity facets significant difference.3. Tactical game model strategy will help the junior high school students in the learning process, through peer group members interaction and discussion analysis run, help children in the critical thinking ability to show.

並列關鍵字

physical education ； high level thinking ； critical thinking ability ； teaching strategy

參考文獻

掌慶維 (2008)。理解式球類遊戲之創意教材變化要素。學校體育，18(6)，54-63。

掌慶維 (2006)。國小五年級建構取向籃球遊戲學習之研究 (未出版博士論文)。國立臺灣師範大學，臺北市。

引用文獻

一、中文部分

王美琇 (2008)。小組討論中同儕互動之言談分析 (未出版碩士論文)。國立台東大學，台東縣。