媒體介入對國中學生游泳教學認知與技能表現之研究

The Effects of Media Intervention of the Swimming teaching Cognitive and motor Skill Achievement of Junior High School Students.

曾文章(Wen-Jang Jeng)

指導教授 ： 方進隆

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(2005年)

摘要

本研究旨在探討四週媒體介入游泳教學對國中學生認知與技能表現之影響。以台南市某國中九十名國中未學過游泳之學生（男四十五名、女四十五名）為研究對象，隨機分成三組(傳統教學組、媒體教學組和傳統加媒體組)，每組三十名。每節課除三十五分鐘相同的蛙泳練習與指導外，傳統教學組練習前講解及示範十分鐘，媒體組播放蛙泳教學影片十分鐘，傳統加媒體組播放蛙泳教學影片五分鐘及講解示範五分鐘。所有受試者在四週（每週二節，共八節，每節四十五分鐘）教學前後皆接受技能表現和認知表現測驗，所得資料以相依樣本t考驗及共變數分
析處理，達顯著差異者再以薛費法進行事後比較，顯著水準為α=.05。研究結論如下：
一、 三種教學法(傳統教學組、媒體教學組和傳統加媒體組)於四週游泳教學後認知表現皆有顯著進步(p<0.5)。
二、 三種不同教學法於四週游泳教學後技能表現皆有顯著進步差異(p<0.5)。
三、 .四週游泳教學後，傳統加媒體教學組的認知表現顯著優於傳統教學組及媒體教學組(p<0.5)。
四、.四週游泳教學後，傳統加媒體教學組的技能表現優於傳統教學組及媒體教學組(p<0.5)。
　　四週的三種不同蛙泳教學對於認知表現與技能表現皆有明顯進步，但傳統加媒體游泳教學法最好，在認知表現和技能表現皆優於傳統教學法和媒體教學法。

關鍵字

游泳教學 ； 傳統教學 ； 媒體加傳統教學 ； 認知表現 ； 技能表現

並列摘要

The purpose of this study was to investigate the effects of media intervention of swimming teaching on the cognitive and motor skill Achievement of junior high school students. There were 90 junior high school students who had never learned swimming before were recruited as the subjects. They were randomly assigned to 3 different teaching groups, including the traditional group, media group and tradition-media group. Except the same 35 minutes of breaststroke practice and guidance by teacher of each session, the students of traditional group had received 10 minutes breaststroke swimming skill instruction and demonstration initially; the media group received 10 minutes media swimming film teaching; and the tradition-media group received 5 minutes concentrated instruction and demonstration and 5 minutes media film teaching. The teaching program lasted for 4 weeks, 2 sessions each week and 45 minutes for each session. All the subjects were received the cognitive performance and skill performance test before and after the 4 weeks swimming teaching. All the collected data were analyzed with dependent t test and ANOCOVA. The results were as followed: 1, The cognitive performance of all the 3 different groups were significantly improved (P<.05).2, The breaststroke skill performance of all the 3 different groups were significantly improved (P<.05).3, The cognitive performance of the tradition-media group after 4 weeks of swimming teaching was significantly better than that of the tradition group and the media group (P<.05).4, The breaststroke skill performance of the tradition-media group after 4 weeks of swimming teaching was significantly better than the tradition group and the media group (P<.05).All the three different teaching methods can improve the cognitive performance and breaststroke skill after 4 weeks of teaching. However, the combination of tradition and media swimming teaching showed the best effects.

並列關鍵字

swimming teaching ； traditional and media teaching ； cognitive performance ； skill performance