理解式教學法在桌球選修課程之應用

過往體育教學較偏重技能，但隨著教學法的不斷改變，創新教學也融入體育課程中，不再是老師刻板示範講解，學生固定反覆練習，而是主張以學生為主體的教學方法，希望培養學生思考與解決問題的能力。近幾年學校體育因應時代潮流帶來快速變化與挑戰，教學非常關注於課程改革與教學創新，這也讓學校體育教學面臨翻轉的命運。一般體育教學目標不外分為動作技能領域（動作技能、體適能）、情意領域（情感價值觀、社交行為態度）、認知領域（知識、策略、認知能力）。而體育教師須留意教學中認知、技能、情意領域是否融入教學歷程中，但教師往往還是以評估運動技能熟練為目標，因此，學生容易在學習上缺乏自信心，而喪失學習興趣。理解式教學法（TGFU）代替了傳統的技巧，以發展學生認知能力為取向，強調球類運動的特性及戰術意識，進而訓練學生決策判斷及空間運用的能力，而不在於技巧動作本身。理解式教學法最大的不同，在於以遊戲開始，讓學習者從比賽中了解戰術戰略應用，培養獨立思考及團隊合作，進而提升參與感與學習樂趣。本文將探討理解式教學法融入桌球選修課，設計單元課程結合比賽遊戲，培養體育教師運用適當的教學策略發展多元性課程之能力，以提升學生學習成效。

關鍵字

傳統式教學；認知取向；戰術戰略

並列摘要

Long time in the past, physical education in Taiwan emphasized learners' skills development, but with the continuous changes in instructional methods, many innovative teaching approaches have been integrated into physical education courses, which express student-oriented instruction, aiming to develop students' critical thinking and problem-solving ability rather than the stereotyped demonstration by the teacher or repeated practice by the students. Physical education in instructional institutes needs to deal with a transitional challenge when the great demands on curriculum reform and teaching innovation are required in response to the current trends of rapid changes and shift. The teaching objectives for general physical education include primarily of motor skills domain (motor skills and physical fitness), affective domain (emotional values and social behavior attitude), cognitive domain (knowledge, strategy, and cognitive ability). Therefore, physical education teachers should pay attention to whether the three domains of skills, affection, and cognitive ability are integrated into the teaching process. However, teachers still customarily assess their students by the proficiency level of the sports skills. Naturally, students tend to lack self-confidence in learning sports and lose their interest in learning eventually. The approach of Teaching Games for Understanding (TGFU) is adopted alternatively to divert the previous focus on the sport skills to the development of students' cognitive abilities, emphasizing the characteristics of ball sports and tactical awareness as well as training students' decision-making, judgment, and spatial use abilities in addition to the motor skills of sports. The TGFU method features the starting point of games, allowing learners to understand the application of tactics and strategies from games, fostering their independent thinking and teamwork, and thereby enhancing the sense of participation and learning pleasure. Based on the facilitating role of TGFU, this article will explore the integration of such a comprehensive-based teaching approach into the selective course of table tennis by means of designing course units with competition games to provide physical education teachers with vivid teaching strategies for their capabilities to come up with more diversified course design and to enhance students' learning achievements.

並列關鍵字

Traditional teaching method ； cognitive orientation ； tactical strategies

參考文獻

Almond, L. (1986). A games classification. In R. Thorpe, D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp.71-72). Loughborough, England: University of Technology.

Google Scholar

Bunker D and Thorpe, R., (1982a). A model for the teaching of games in the secondary schools. Bulletin of Physical Education, 18(1): 7-10.

Google Scholar

Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.

Google Scholar

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth(Ed.),Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Google Scholar

Mitchell, S. A. ＆ Oslin, J. L., (1999). Assessment series K-12 physical education series: Assessment in games teaching. Reston,VA: National Association of Sport and Physical Education.

Google Scholar

主題瀏覽