運動教育模式對學生技能學習與學習態度之影響

陳昭宇

指導教授 ： 林靜萍

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(2003年)

摘要

運動教育模式對學生技能學習與學習態度之影響
---以八年級籃球課程為例
摘 要
本研究旨在探討運動教育模式對國中八年級學生之籃球技能學習與學習態度之影響。受試對象為八年級男生二十二人、女生十六人，所有學生均接受籃球客觀技能評量之前測，並根據前測成績分為高、中、低三種不同技能水準，以作為異質性分組之參考。經過十六節運動教育模式籃球教學之後再進行後測，以瞭解不同技能水準學生運動技能學習之效果。此外，藉由體育學習態度量表及訪談來瞭解學生學習態度的反應情形。本研究採相依樣本t考驗、共變數分析等統計方法及半結構式團體訪談進行資料的蒐集與分析，其結果如下：
一、運動教育模式對學生技能學習效果上有顯著差異。
二、運動教育模式對不同技能水準學生間之技能學習效果並無顯著差異。
三、學生對運動教育模式所抱持的態度屬於正面、積極的態度。
四、結論
（一）「團隊小組」的規劃讓學生在民主的制度下，共同討論解決問題或衝突的方式，並促進同學之間的友誼，培養團隊默契。
（二）學生有充分的學習時間來進行運動技能的學習，團隊成員的互助合作更激發了運動參與的動機，增進運動技能的表現。
（三）不同技能水準學生在團隊小組成員社會互動的基礎下進行學習，增進彼此的隸屬感，充分展現團隊合作的力量。
（四）經由「正式賽制」的設計，學生可以體驗真實的運動經驗，瞭解彼此的實力，增進運動技能表現與培養學習態度。
（五）透過「多元角色」的扮演，學生喜歡擔任各項任務，從中學習運動規則，培養「做決定」的能力。
關鍵詞：運動教育模式、技能學習、學習態度

關鍵字

運動教育模式 ； 技能學習 ； 學習態度

並列摘要

The Effects that Sport Education Model Had On The Skill Learning And Attitude Learning
---Eight Graders’ Basketball Curriculum
ABSTRACT
The purpose of this study was to examine the effects that a sport education model had on the skill learning and attitude learning levels of eight grade students in a basketball unit. The subject of this study was twenty-two male and sixteen female eight-grade students. Through the sixteen classes of sport education model in basketball unit, all students were given a pre- and post-skill test to determine skill improvement. According to the pre-skill test results, students were divided into nine groups and three skill levels, which were high-skill, middle-skill, and low-skill. For student attitude learning development, attitude-learning scales was given to students to determine attitude learning, also by the interviews to understand students’ reactions to the characteristics of the sport education model. Sport education model was the independent variable; skill learning and attitude learning were the dependent variables. This study was taken dependent t-test, analyzes of covariance, and group interviews to collect and analyze data. The followings were the results:
1.There were significant differences in skill evaluation at receiving Sport Education Model.
2.There were no significant differences in skill evaluation between different skill performances.
3.Students in this class presented that we all had positive changes for this part of physical education.
4.the followings were the conclusions:
a. The friendships among the group members were developed and the solutions were figured out commonly in the affiliation.
b. The students had sufficient time to participate in physical activities and the combinations were given to each group to stimulate the movement and promote the skill performance.
c. Base on the interaction, team affiliation was given to different skilled students to promote the participations and reveal the cooperation.
d. The formal competition was given to students to get the real sport experiences in sport education model and skill level improved for the students were observed.
e. The students were actively involved in various roles of the sport education model. Through this participation, the abilities of making decision were developed. Meanwhile, the students learn sport rules as possible as they could.
Keywords: Sport Education Model, Skill Learning, Attitude Learning

參考文獻

劉一民（1991）。運動哲學研究－遊戲、運動與人：體育樂趣之探討－理性乎？實用乎？美感乎？台北：師大書苑。

盧俊宏（1999）。運動心理學。台北：師大書苑。

周宏室（2002）。運動教育學。台北市：師大書苑。

郭滿洲、曾智豐（2003）。運動教育模式與傳統體育教學對國小學童自我概念與人際關係影響之研究。92年度體育學術研討會專刊。

郭生玉（1996）。心理與教育測驗。台北：精華書局。