資訊融入式健康體能課程之教學效果研究

Study on the Effect of ICT-Integrated Health-Related Fitness Curriculum

洪昭宇(Jau-Yue Hung)

指導教授 ： 陳政友

國立臺灣師範大學/教育學院/衛生教育學系/碩士(2006年)

摘要

本研究主要目的在於探討資訊融入式健康體能課程的教學成效，以及瞭解社會人口學變項對國中生健康體能可能的影響。
研究採不等組準實驗研究設計，以北縣某國中七年級學生為研究對象。選取四班共計143人，分派為兩組進行八週(含前後測)每週四十五鐘、不同型態的健康體能課程教學。實驗組於資訊群組教室接受『資訊融入式健康體能課程』教學，對照組則以一般傳統口述、討論及動作示範等教學方式進行教學。並於介入前後進行『青少年健康體能認知、態度及身體活動問卷』的施測及健康體能檢測，最後研究有效樣本為136人(實驗組67人，對照組69人)。所得資料經統計分析後，研究發現如下：
一、社會人口學變項方面，社經地位、年齡及族群差異未明確影響受試者的健康體能認知、健康體能態度、身體活動量及健康體能。在性別部份，女生健康體能認知前測分數顯著高於男生。
二、在健康體能認知方面，課程介入後實驗組及對照組皆有所提升。排除前測影響後發現，研究對象健康體能認知前測得分在76分以下時，資訊融入式健康體能課程能較一般健康體能課程明顯增強研究對象健康體能認知。
三、在健康體能態度方面，課程介入後實驗組及對照組皆有所提升。排除前測影響後，發現研究對象健康體能態度前測得分在54分以下時，資訊融入式健康體能課程較一般健康體能課程，能明顯增強研究對象的健康體能態度。
四、在身體活動量方面，課程介入後實驗組及對照組皆有所提升。資訊融入式健康體能課程較一般健康體能課程，能明顯提升研究對象身體活動量。
五、在健康體能表現方面，課程介入後實驗組及對照組皆沒有明顯提升。資訊融入式健康體能課程較一般健康體能課程，無法明顯提升研究對象之健康體能。
綜合上述結論可知八週的資訊融入式健康體能課程具有明顯提升國中生健康體能認知、態度以及身體活動量的教學效果。

關鍵字

資訊融入教學 ； 健康體能 ； 身體活動

並列摘要

The purpose of this study is to explore the teaching effect of the ICT-Integrated Health-Related Fitness Curriculum, and to understand how the high school students’ socio-demographic variables influence their performance of health-related fitness.
This study employs a nonequivalent-groups design (NEGD), a type of quasi- experimental design, and the targets of this study are the seventh-grade students of a certain junior high school in Taipei County. Four classes were selected and classified into two different groups based on different types of Health- Related Fitness Curri -culum but same eight-week intervention period. Experimental group received ICT- Integrated Health-Related Fitness Curriculum in Information Community Classroom . The controlled group received traditional Health-Related Fitness Curri -culum through oral instruction, discussion and demonstration. A physical fitness test and a question -naire survey about” adolescent physical activity and their cognition and attitude to -ward health-related fitness” were completed on each student before and after the intervention. There were 136 valid samples(67 in experimental group,69 in controlled group). The collected data were analyzed, and the main findings are as follows:
1. In the perspective of socio-demographic variable, the differences among socio-economic statuses, ages and races do not significantly affect the students’ cognition, attitude, physical activity and their health-related fitness. Before the intervention girls got higher score in cognition test than boys.
2. In the perspective of cognition, both the experimental group and the controlled group got higher score after the intervention. Excluding the influence of the pretests, we found the experimental group scored higher than the controlled group after the intervention when the students scored fewer than 76 in the pretest.
3. In the perspective of attitude, both the experimental group and the controlled group got higher score after the intervention. Excluding the influence of the pretests, we found the experimental group scored higher than the controlled group after the intervention when the students scored fewer than 54 in the pretest.
4. In the perspective of physical activity, both the experimental group and the controlled group got higher score after the intervention. The experimental group significantly score higher than the controlled group after the intervention.
5. In the perspective of health-related fitness , both the experimental group and the controlled group didn’t get higher score after the intervention. The experimental group didn’t score higher than the controlled group after the intervention..
In summary, the eight-week ICT-Integrated Health-Related Fitness Curriculum achieves better teaching effect in promoting high school students’ cognition and attitude toward health-related fitness and their physical activity.

並列關鍵字

ICT-Integrated Instruction ； Health-Related Fitness ； Physical Activity

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