理解式球類教學法與技能取向球類教學法比較研究

蔡宗達

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理解式球類教學法與技能取向球類教學法比較研究

An Investigation of Teaching Games for UnderstandingModel Comparing with Technique Approach Model

蔡宗達 , Masters　　Advisor：闕月清　　

繁體中文

理解式球類教學法；技能取向球類教學法；手球；學習效果； TGfU ； Teaching Games for Understanding ； Technique Approach model ； Handball ； Learning effects ； TGfU

Abstract │ Reference (49) │ Times Cited (19) │ Altmetrics

Abstract 〈TOP〉

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An Investigation of Teaching Games for Understanding Model Comparing with Technique Approach Model
Abstract
The purpose of this study was to investigate the learning effects of the Teaching Games for Understanding (TGfU) model and Technique Approach model. The participates were a physical education specialist and his two classes of 62 fifth grade students (TGfU group with 17 male and 17 female students. Technique Approach group with 14 male and 14  female students). Data were collected from eight-classes of handball PE lessons taught with two models. Pretests and posttest were administered for handball cognitive achievement, subjective and objective skill achievement, affective achievement and game performance, and the data were analyzed by both independent-samples t-test and paired-samples t-test. The results were as follows: 1.There were significant differences in subjective skill evaluation for male students from the Technique Approach model. 2. There were significant differences in affective questionnaire evaluation and game performance evaluation for male and female students from Teaching Games for Understanding model. 3. Male students from the Technique Approach model improved more in subjective skill evaluation than the males meets in Teaching Games for Understanding model; and the male students from Teaching Games for Understanding model make more improvement in game performance evaluation than the male students of the Technique Approach model. It was suggested that the results from this study could support the curriculum of TGfU in the teacher education. Future studies should consider different ages, different ball games, and combination of the two models, using longitudinal and qualitative approach.

Reference ( 49 ) 〈TOP〉

周宏室（2001）。Mosston體育教學光譜的理論與應用。台北：師大書苑。
連結：
郭生玉（1981）。心理與教育研究法。台北。精華書局。
連結：
蔡宗達、闕月清（2003）。逆向思維的新體育教學－理解式教學法（TGFU）。中華民國大專院校九十二年度體育學術研討會專刊，(上)，252-261頁。台北縣。國立體育學院。
連結：
Bloom, B. S.(1956) Taxonomy of Educational Objectives, Handbook I : Cognitive Domain, N. Y. : Mckay Co. Inc
連結：
Franks, B. D. (1992) The Spectrum of Teaching Styles: A Silver Anniversary in Physical Education. Journal of Physical Education Recreation and Dance, 63(1), 25-56.
連結：

Times Cited (19) 〈TOP〉

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