臺灣地區理解式球類教學法之研究趨勢

理解式球類教學法儼然成為21世紀體育教學的新趨勢，且教育部規劃一系列的「理解式體育教學策略」工作坊，希望能豐富體育教學的專業內涵，並落實於實際教學中，提升體育教學的品質，近年來（2000－2009年）學者對理解式球類教學法進行一系列的研究，其以碩士論文為主，期刊發表數量不多，未來可以將碩士論文改寫成期刊論文，提升體育學術研究的質與量。研究對象則以國小學生為主，未來可以針對其他級別之學生為研究對象，尤其是大學學生，亦可針對教師進行相關性的研究，甚至可以針對運動選手進行研究。研究項目則以籃球、排球及羽球為主，未來可以針對其他運動項目進行相關性研究。研究方法則採實驗性研究為主，理解式球類教學法的介入，可提升學生的認知、主觀技能、客觀技能、比賽表現、情意表現、問題解決能力及態度，甚至可以促進學生團隊合作，並提高學生參與度。儘管理解式球類教學有許多的優點，也被教師及學生廣為接受，但還是在實施上會面臨許多的問題，包括：備課時間及場地設施所限制，未來勢必要克服相關的問題，才能更有效的推廣理解式球類教學法。

關鍵字

體育教學；技能學習；問題解決能力

並列摘要

Teaching Game for Understanding (TGFU) was the new trend for physical education (P.E.) in 21 century, and Ministry of Education designed a series of workshops for TGFU to provide a lot of professional contents in P.E. programs, and to enhance the quality of P.E.. The scholars have done a lot of researches for TGFU from 2000 to 2009, and many of them were master theses, and fewer of them were presented in journals. In addition, those results of master theses were rewrote and presented in journals to enhance the quality and quantity of P.E.. The subjects of those researches focused on the students in elementary schools. It advised that the subjects could change to other level of schools such as the students in the college, the teachers or the athletes. Furthermore, the contents of them were basketball, volleyball, and badminton. It advised that the content of research could change to other sports. Moreover, the research methods were experimental designs which TGFU intervened on to improve the cognition, the subjective and objective skills, the performance of competition, the emotion, the ability and attitude of problem based solving of the students. In addition, it also improved the cooperation of team members, and participation of students. However, TGFU faced many problems for teaching in P.E., including the time of preparing class, and the equipments and facilities. In summary, it needed to solve those problems effectively to promote the TGFU.