合作式概念構圖教學對學童批判思考能力與動作技能之影響

涂馨友; 周建智; 張思敏

doi:10.6222/pej.4702.201406.1211

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P291 - 301

Social Sciences > Physical Education

DOI： 10.6222/pej

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合作式概念構圖教學對學童批判思考能力與動作技能之影響

The Effectiveness of Collaborative Concept Mapping on Critical Thinking Abilities and Movement Skills for the Fifth Grade Students

涂馨友(Hsin-Yu Tu) ；周建智(Chien-Chih Chou) ；張思敏(Szu-Min Chang)

體育學報； 47卷2期 (2014 / 06 / 01) ， P291 - 301

繁體中文 DOI： 10.6222/pej.4702.201406.1211

合作學習；概念圖；國小體育教學；批判思考；運動技能； cooperative learning ； concept map ； physical education instruction in elementary ； critical thinking abilities ； sport skills

Abstract │ Reference (30) │ Times Cited (2) │ Altmetrics

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Parallel Abstract 〈TOP〉

Purpose: The purpose of this research was to examine the effects of implementing collaborative concept mapping physical education instruction on the fifth grade students' critical thinking abilities in sport and movement skills. Methods: A quasi-experimental study was used in this research. Two classes of fifth grade students were selected as samples from an elementary school in Taipei City, Taiwan. Twenty-four subjects (n = 24) receiving the collaborative concept mapping physical education instruction were categorized into experimental group, and twenty-four subjects (n = 24) receiving traditional physical education instruction as comparable group. Both group met twice a week for 40 minutes per session with a duration of 12 weeks. Critical thinking abilities in sport and movement skills test were administered before and after the intervention. The SPSS for Windows 18.0 version was utilized to analyze all the data by One-way ANCOVA and repeated measures. The level of significance for acceptance or rejection for this study was set at the .05 level. Results: The results were made by the following: the experimental group had significant improvement on inductions, evaluation of argument when comparing with the comparable group. The pre- and post test scores of experimental group were significantly different on inductions, evaluation of argument and movement skills. Comparable group had no significantly difference on all critical thinking abilities and movement skills. Conclusion: the results of this study demonstrated that critical thinking abilities and movement skills were partly enhanced through the collaborative concept mapping physical education instruction.

Reference ( 30 ) 〈TOP〉

江淑卿 (2007)。從心智模式論點探討兒童邏輯推理能力之發展。臺北市立教育大學學報，38(1)，1-32。
行政院國科會學委員會 (2008)。不同教學策略進行創造性問題解決對國小高年級學童在運動表現與思考能力之影響 (II)。行政院國家科學委員會專題研究成果報告。臺北市：作者。
周建智、涂馨友 (2009)。以合作式概念構圖發展學童運動學習。中華體育季刊，23(4)， 117 -127。
徐岳聖 (2008)。合作學習之TGT 教學策略與籃球活動設計應用於思考訓練與技能表現：以國小高年級健體課為例。大專體育，95， 17-24。
徐岳聖、林錚、周建智 (2007)。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運動技術之影響。北體學報，15，67-80。

Times Cited ( 2 ) 〈TOP〉

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