傳統教學與媒體教學對龍舟知識及動作技能學習成就之影響

The Effects of Traditional Teaching and Media Teaching on Students’ Knowledge and Motor Skills Learning of the Dragon Boat

顏欣加(Yan Hsin-chia)

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(2001年)

摘要

本研究旨在比較三種不同教學法（傳統教學法、媒體教學法、傳統加媒體教學法）對龍舟知識及動作技能學習成就之影響。研究中的「傳統教學法」是以教師講解、示範、糾正、師生回饋的指導方式進行教學；「媒體教學法」是透過教學媒體放映，學生觀看自學方式進行學習；「傳統加媒體教學法」是以教師指導並配合教學媒體進行教學。參與研究對象為60位高職生（男30人、女30人），依前測成績高低平均分成三組，各組以不同教學法進行四週教學，最後再施以後測來了解各組學習成就之差異。龍舟知識測驗以試卷測驗，測驗成績採用共變數統計分析以了解各組變異情形；龍舟動作技能學習成就採用龍舟划槳效率測驗及龍舟動作技能評分測驗兩種方式，其中龍舟划槳效率以電子測力器測驗划槳時使船前進的力量大小；而龍舟動作技能評分測驗以15個動作類目進行評分，以了解動作技能正確性的得分情形。兩種測驗方式皆以單因子變異數分析統計方法考驗各組差異情形，再以t考驗進行事後比較。並以半結構式訪談了解學生對教學方式的學習態度。本研究結果顯示：（ㄧ）龍舟知識學習成就中，三種教學法並無顯著差異。（二）龍舟動作技能學習成就中，「傳統教學法」及「傳統加媒體教學法」優於「媒體教學法」。（三）學生較認同以「傳統教學法」或「傳統加媒體教學法」教學方式進行教學。此結果說明龍舟知識學習可以各種教學法進行學習；但龍舟動作技能學習則以傳統教學之學習成就較佳。由本研究結果得知，媒體教學可能因研究時間限制而影響龍舟動作技能學習成就，但在實際教學中同時採用傳統教學及媒體教學，有助於龍舟知識及動作技能學習成就之提升。

關鍵字

傳統教學法 ； 媒體教學法 ； 傳統加媒體教學法 ； 龍舟知識 ； 龍舟動作技能

並列摘要

The purpose of this study was to compare the effects of three different teaching methods, namely traditional teaching, media teaching and mixed teaching
(a combination of traditional and media teaching methods) on students’ understanding of the dragon boat and their performance in learning motor skills. The “traditional teaching method” in the study referred to teaching based on the teacher’s instruction, demonstration, correction and feedback from both the teacher and students. The “media teaching method” referred to students learned by watching media sources. The “mixed teaching method” referred to the traditional teaching with the support of media. The participants were 60 vocational high school students (30 male and 30 female students). The students were divided into three groups based on different results from the pre-test. The three teaching methods were applied to these groups for four weeks and the students’ learning performance was assessed by post-test. A paper test was used to assess the student’s knowledge of the dragon boat. The test result was analyzed by ANCOVA to examine the difference between three groups. The students’ learning performance of rowing the dragon boat was assessed in a rowing efficiency test and a motor skills test. In the rowing efficiency test, an electric strength tester was used to test the students’ strength of moving the dragon boat forward with oars. The motor skills test contained 15 components of the movement so as to mark the students’ correctness of motor skills. The result of both tests was analyzed by one-way ANOVA to investigate difference between the groups, followed by post hoc comparison using t-test. A semi-structured interview was used to investigate the students’ attitude toward the teaching methods. The findings were: (1)there was no significant difference between the three teaching methods; (2)concerning the students’ performance in learning rowing the dragon boat, “traditional teaching” and “mixed teaching” were better than “media teaching” in terms of effectiveness; (3) the students were more willing to accept “traditional teaching” or “mixed teaching”. The findings indicated that traditional teaching led to better learning performance in the motor skills of rowing a dragon boat. Judging from the results, the outcome of media teaching in learning the motor skills of rowing a dragon boat was not as satisfactory as the other two methods, could be due to time constraints. However, combining traditional and media teaching in teaching motor skills enhanced learning in both the knowledge and motor skills of the dragon boat.

並列關鍵字

traditional teaching ； media teaching ； mixed teaching ； dragon boat knowledge ； dragon boat motor skills

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