本研究主要在探究合作學習與概念構圖策略介入桌球課對大學生批判性思考能力與桌球動作技術之影響。以臺灣北部地區某大專院校選修桌球課之學生34人(男學生7人,女學生27人),平均年齡21.26+1.43歲,並將其分層隨機分派為合作學習組19人,平均年齡21.71+1.36歲(男學生3人,女學生16人)及概念構圖組15人,平均年齡20.90+1.41歲(男學生4人,女學生11人),為本實驗之研究對象,進行為期7週,每週2次,每次100分鐘的教學實驗。並在本教學實驗之前後施以「批判思考能力測驗卷」及「桌球動作技術測驗」,並根據前後測所得資料進行描述統計、獨立樣本t檢定、相依樣本t檢定等統計方法分析,並將本研究之統計顯著水準定在α=.05,得到下列結果: 一、大專生在批判性思考能力之「演繹」與「解釋」上,概念構圖組顯著優於合作學習組。此外,大專生在整體批判性思考能力上,概念構圖組顯著優於合作學習組。 二、大專生在桌球動作技術之「正手動作技術」、「反手動作技術」、「殺球動作技術」、「搓球動作技術」、「拉球動作技術」與「整體動作技術」,概念構圖組與合作學習組兩組間皆無顯著差異。 三、大專生在經由合作學習組的學習之後,其桌球動作技術之成績與高、低批判性思考能力並無顯著差異。 四、大專生在經由概念構圖學習組的學習之後,其桌球動作技術之成績與高、低批判性思考能力並無顯著差異。
The purpose of this study was to discuss the effect of Critical-Thinking abilities and table tennis technique on cooperation-learning and concept-mapping on college student in table tennis unit. The participants for this study were college students including 7 boys and 27 girls in a college school of Taipei City. The teaching strategy in physical education was intervened for 100 min per session 2 time per week. The critical thinking assessment and table tennis technique assessment was conducted in the the pre-test and the post-test. After the statistical analysis, the results of this study were as following: 1. The Concept-Mapping students had significant improved in the critical thinking of deduction, explan and whole than Cooperation-Learning students. 2. The Concept-Mapping and Cooperation-Learning students had not significant in table tennis technique 3. The Cooperation-Learning students had not significant in table tennis technique with higher or lower critical thinking. 4. The Concept-Mapping students had not significant in table tennis technique with higher or lower critical thinking.