合作學習模式融入理解式球類教學法對國中生巧固球學習成效之研究

Cooperative Learning Model Incorporated into the “Teaching Games for Understanding” Approach: Junior High School Students’ Tchoukball Learning Outcomes

邱茂盛(Chiu Mao-Shen)

指導教授 ： 闕月清

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2010年)

摘要

本研究目的在於探討合作學習模式融入理解式球類教學法對國中生巧固球技能、比賽表現及體育學習態度的學習成效，並瞭解不同性別學生與高低不同能力學生在學習成效的差異情形。研究對象為研究者原授課之九年級某班級，男生18位，女生15位，合計33位學生。實施12節合作學習模式融入理解式巧固球教學，以巧固球技能測驗、球類比賽表現評量工具（GPAI）及體育學習態度評量表，進行前後測驗。所蒐集之量化資料採相依樣本t考驗、獨立樣本t考驗與共變數分析加以處理，在教學後研究結果發現：（一）國中生在巧固球之技能表現（26.85＞14.5）與比賽表現（77.44＞38.17）及體育學習態度（157.24＞109.91）皆有進步，並達明顯的差異。（二）不同性別之學生在巧固球技能表現與體育學習態度表現皆有進步，但沒有差異；在比賽表現（男83.56＞42.44）、（女71.33＞33.89）有進步，達明顯的差異。（三）高低不同能力之學生在巧固球體育學習態度表現有進步，但沒有差異；在技能表現（高能力27.22＞21.22）、（低能力27.33＞7.67）與比賽表現（高能力83.33＞34.78）、（低能力74.33＞43.78）皆有進步，並達明顯的差異。本研究發現，無論男女生或技能高低之學生，透過合作學習模式融入理解式球類教學後，皆能有效提升國中生對巧固球運動的學習成效，是一種有效的體育教學方法。

關鍵字

理解式球類教學法 ； 合作學習 ； 巧固球

並列摘要

The purpose of this study was to examine the Junior High school students’ Tchoukball learning outcomes in terms of skill performance, game performance, and physical education (PE) learning attitude after incorporating the Cooperative Learning Model into the “Teaching Games for Understanding”. The various learning outcomes demonstrated by both genders and students of different skill levels were also investigated. The participants were 33 ninth graders consisting of 18 boys and 15 girls. Twelve classes of the Cooperative Learning Model incorporated into the “Teaching Games for Understanding” approach were conducted. The pre-test and post-test were administered using the Tchoukball skill test, Game Performance Assessment Instrument (GPAI), and PE learning attitude rating scales. The quantitative data were analyzed by pair-samples t test, independent t test, and covariance analysis. The results indicated that: (1)the junior high school students’ skill performance (26.8＞14.5), game performance (77.44＞38.17), and PE learning attitude(157.24＞109.91) had shown significant improvement; (2)both genders had shown improvement in terms of skill performance and PE learning attitude, but not significantly different. Significant difference was found for game performance (boys 83.56＞42.44) and (girls 71.33＞33.89); (3)the students of different skill levels showed improvement in PE learning attitude, skill performance and game performance, but significant differences were only found for skill performance (high skilled 27.22＞21.22; low skilled 27.33＞7.67), and game performance (high skilled 83.33＞34.78; low skilled 74.33＞43.78). In conclusion, it was evidenced that the Cooperative Learning Model incorporated into the “Teaching Games for Understanding” approach could effectively enhance the Tchoukball learning regardless of gender or skill level, and thus is an effective PE teaching method.

並列關鍵字

Teaching Games for Understanding ； cooperative learning ； Tchoukball

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