高中生在主題化理解式教學之學習成效探討

目的:探討高中生在主題化理解式教學設計之學習成效(認知:概念構圖、情意:學習動機、技能:比賽表現)之情形。方法:以新北市某高中一年級一個班級 (男:20 人、女:18 人) 體育課之學生為研究對象，在為期六週、每週兩節各 50 分鐘的體育課教學中，透過主題化理解式教學設計，以競爭類型中的陣地攻守性球類運動之快攻為概念主題，教材內容項目為籃球、足球，資料蒐集部分，量化資料以 ARCS 學習動機量表、GPAI 比賽表現之評量工具進行獨立樣本 t 檢定，在質性資料方面以概念構圖進行資料分析。結果:一、學生的學習動機在主題化理解式教學前、後有顯著差異。二、學生在主題化理解式教學中 GPAI 比賽表現有顯著差異。三、學生在主題化理解式教學中，概念構圖的認知概念具遷移性和延伸性。結論:高中生在本研究中，對體育課的學習動機、比賽表現、快攻概念皆呈現正向的效果，顯示即使在現行多元活動課程架構下，在主題化的安排下實施理解式教學具有可行性。

關鍵字

素養導向；理解式教學；模式本位體育課程

並列摘要

Teaching Games for Understanding (TGfU) is an efficient instructional model in Taiwanese schools. It is hardly to be implemented in secondary school duo to multi-activities programs design. Therefore, the purpose of this study was to try out the theme instructional design (for example, fast break) while implementing the TGfU model under the the multi-activities programs framework. The participants were senior high school students (n=38) in New Taipei City. The TGfU model was implemented within 6 weeks (2 lessons per week, 1 lesson=50 minutes). In terms of data collection, it was based on the ARCS learning motivation scale and GPAI assessment for quantitative data. Conceptual mapping was used to understand the concept of fast break of students between basketball and soccer. Results showed that (1) there was significant difference of the learning motivation of students after they taught by the theme instructional design in TGfU; (2) students showed better appropriate decision making in terms of fast break; (3) students made meaningful tactical concept fast break connection between basketball and soccer. Implication: Under the framework of the multi-activities program, in was still possible to implement TGfU model through the theme instructional design in senior high school. PE teachers could try the TGfU model under the established multi-activities curriculum framework through the professional development.