本研究旨在探討動作技能學習課程中,使用不同的視覺回饋方式,學生的學習成就與學習態度之差異情形,提供校園動作技能學習課程教學之參考。本研究以國中七年級學生為對象,選取四班參與教學實驗,有效樣本共143位。在學習童軍繩結技能的過程中,透過研究者自行開發之「視覺回饋學習輔具」提供不同的視覺回饋訊息,再以研究者自編的「童軍繩結實作評量」與「童軍繩結學習態度量表」為研究量測工具以測得相關數據,並以描述性統計、單因子變異數分析、斯皮爾曼等級相關、混合設計二因子變異數分析及獨立樣本t檢定進行資料分析。本研究獲致下列結論: 一、學生以不同的視覺回饋方式學習童軍繩結技能,學習成就不因評量階段不同而有顯著差異。 二、在動作進行時,能看到自我動作的技能學習種類,以提供延遲回饋方式的學習成就較佳。 三、在動作進行時,能看到自我動作的技能學習種類,以提供延遲回饋方式的學習態度較佳。
The study is probing into the differences of motor skill learning outcomes and learning attitudes if we use different visual feedbacks to promote relative motor skill learning in campus. The study took the seventh grade students as our target. This study picked four classes in this experiment and this study’s samples were 143 students. During learning scout knotting skill, this study used the visual feedback learning aid tool made by ourselves to provide different visual feedback messages. Then the study measured related data by scout knotting skill performance assessment and scout knotting skill learning attitude scale. The findings of this study are: 1. When students learned scout knotting skill with different visual feedback, the different assessment stages would be no difference on learning outcomes 2. When students could see self motion when practicing, the learning effects were better if the study provided delayed feedback. 3. When students could see self motion when practicing, the learning attitudes were better if the study provided delayed feedback.