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傳統式與理解式教學法運用於高職籃球學習效果比較之研究

An Investigation of Teaching Games for Understanding Model Comparing with Technique Approach Model

摘要


本研究旨在比較傳統式與理解式教學法,對高職學生實施籃球教學後,在認知、情意、技能與比賽表現上,是否有差異存在,以桃園縣私立永平工商84名學生為研究對象,區分傳統式與理解式教學兩組,經過10節課的實驗教學,以前後測成績為學習效果之比較資料,經統計分析後獲得量化資料,再經問卷與訪談得到質化分析之結果,為質量並重之研究法。量化結果顯示:一、認知學習結果理解式與傳統式兩組間無顯著差異。二、情意學習結果理解式教學組較傳統式教學組較優,達顯著差異。三、技能學習結果在反彈球、移位快投及垂直跳等三項目之綜合成績,傳統組較理解學組為優,達顯著差異。四、GPAI比賽表現學習結果,理解式教學組雖較傳統式教學組為優,然未達顯著差異。質化研究之結果:一、學生反映經過傳統式與理解式教學後,對籃球整體運動知識均有收穫,而傳統式教學程序由淺入深,理解式則為以遊戲及策略導入,均有優點。二、經過本階段的籃球教學後,學生覺得理解式教學的遊戲比賽方式、團體參與討論、戰術引導及同儕互動,均較傳統的教學為新鮮及有趣,因此喜歡理解式教學的模式。三、關於技能的精熟學習,應是決定技能成績的主因,由問卷與訪談中顯示,學生經過傳統式的精熟學習,在技能上的確較不強調技能學習的理解式教學有更佳之優勢。四、經過理解式教學後,學生覺得在籃球比賽中例如擋切、走位等攻防概念以及團隊合作上均有進步,因此可能是影響比賽表現之主因;本研究綜合量化與質化研究之結果顯示,在認知、情意、技能與比賽表現等整體比較上,理解式教學組較傳統式教學組為優。本研究建議在體育教學上可多選擇運用理解式教學法,因為理解式教學具備娛樂性、同儕互動、競爭性與團隊合作等優點,值得體育教師參考。至於兩種教學法的運用,體育教師可結合傳統式與理解式兩教學法融合教學,讓學生既喜歡體育課,又可以在體育課中獲得運動技能的發展。未來可針對不同之研究對象、運動項目、教學年資、研究設計再進行更深入之探討。

並列摘要


The purpose of this study was to investigate the different learning effects between Technique Approach (TA) model and Teaching Games for Understanding (TGfU) model with respect to cognitive achievement, subjective skill achievement, affective achievement and game performance. 84 students from the Yung Ping Vacational High School were divided into two groups equally: the TA group and the TGfU group. Data were collected from ten-classes of basketball PE lessons and analyzed by independent-samples t-test and paired-samples t-test. Our results were as follows:1. There weren't reached significant differences in cognitive achievement learning effects. 2.The TGfU reached significant differences in affective questionnaire evaluation for students while the TA group does not. 3. For the subjective skill evaluation, the TA model were significant effects than the TGfU model. 4. There weren't reached significant level in GPAI game performance learning effects, but the TGfU group learning effects were better than the TA group. Our research found that the Teaching Games for Understanding (TGfU) model was better than Technique Approach (TA) model. This research suggestion may choose the TGfU game competition way in the sports teaching, because the TGfU model has entertaining, the associates interacts, merit and so on competitiveness and team cooperation, is worth the PE teachers referring. As for two teaching methods utilization, the PE teachers may unify the TA model and the TGfU model two research methods fusion teaching, lets the student both like the physical education, and may obtain the movement skill in the physical education the development. This research could be experimented according to different participants, sport items, teaching seniority, and research designs.

被引用紀錄


李雲翔、張佑誠、陳俊瑜、林如瀚(2021)。不同籃框高度與技能水準對學童投籃技能表現之影響運動教練科學(64),17-26。https://doi.org/10.6194%2fSCS.202112_(64).0002
游淑霞(2005)。理解式球類教學法對高中生合球學習效果之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2004200715121144
黃品瑞(2006)。理解式球類訓練法於國小籃球校隊訓練之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0712200716123525
簡銘成(2006)。理解式球類教學法對國中生排球學習效果之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0712200716102062
葉人豪(2006)。國小五年級理解式巧固球教學之行動研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0712200716101746

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