創意教學法融入體育課之學習效果

Learning effectiveness of integrating creative teaching into PE class

林婷婷(Lin-Ting-Ting)

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(2011年)

摘要

本研究目的在於探討創意教學法融入體育課對國中生游泳技能、情意的學習成效，並瞭解不同性別學生與不同教學組別學生在學習成效的差異情形。研究對象為台北市某國中七年級兩班學生，每班男女生各10位，合計40位。各別實施12節的傳統教學與創意教學，以游泳技能測驗、情意學習問卷，進行前後測驗。所蒐集之量化資料採獨立樣本t考驗與單因子共變異數、皮爾森相關係數分析，加以處理。研究結果發現：（一）國中生在游泳之技能表現（M = 6.75，SD = 1.74）與情意學習（M = 144.10，SD = 8.21）皆有進步，並達顯著差異(p <.05)。（二）不同性別之學生在游泳技能表現與情意學習態度表現（p > .05）皆有進步，但未達顯著差異(p <.05)；(三)不同教學法介入在游泳技能表現（M = 7.07）與情意表現(p < .05)皆有進步，並達顯著的差異。(四) 游泳情意測驗與游泳技能測驗之間的相關係數為.47（p < .05），且為正值，表示教學後的學生在情意問卷分數越高，其在技能測驗的分數也會越高。本研究發現，無論男女生或技能高低之學生，透過創意教學法融入游泳教學後，皆有效提升國中生對游泳運動的學習成效，是一種有效的體育教學方法。

關鍵字

創意教學法 ； 游泳 ； 學習成效

並列摘要

The purpose of the study was to investigate the learning effectiveness of creative teaching on swimming skill and affective learning of junior high school students in PE class, and the differences of students’ learning effectiveness in different genders and teaching method groups. The participants were two classes of 7th graders of a junior high school in Taipei City. There were 10 male and 10 female students in each class, a total of 40 students. Traditional and creative teaching was integrated into 12 PE lessons for 2 different groups. Students were pre tested and post tested with a swimming skill test and affective learning questionnaire. The collected quantitative data was analyzed by independent sample t test, single factor covariance analysis and Pearson correlation coefficient. The results were: (1) Junior high school students’ swimming skill performance (M = 6.75, SD = 1.74) and affective learning (p < .05) showed improvements, reaching a significant difference. (2) Male and female students had both shown improvements in swimming skill performance and affective learning (p > .05), however there was no significant difference (p < .05); (3) The intervention of different teaching methods had both shown improvements in swimming skill performance (M = 7.07) and affective performance, reaching a significant difference. (4) The correlation coefficient of the swimming affective test and swimming skill test was .47 (p < .05), which meant that affective test score was positively correlated with the skill test score. The result findings showed that male or female, high- or low-skilled junior high students improved their swimming skill and affective learning after creative learning swimming lessons. It was evidenced that creative teaching was an effective PE teaching method.

並列關鍵字

creative teaching ； swimming ； learning effectiveness

參考文獻

周宏室(1994)。不同目標取向與運動樂趣的相關研究。體育學報，18，311-319。

教育部(2006)。提升學生游泳能力檢測合格率及游泳池新改建行動方案。台北市：教育部。

林純鈴(2006)。提升學生參與游泳課程動機之策略與成效。學校體育雙月刊，16(5)，61-67。

黃志成(2004)。理解式球類教學的評量方式。學校體育15(1)，103-112。

教育部(2003)。國民中小學九年一貫健康與體育學習領域課程綱要。台北市：教育部。