行動學習運用於國中七年級體育課運動技能學習成效之行動研究

Abstract

本研究探討行動學習輔助體育課程之跳繩動作學習成效，與探究學生在學習過程中是如何產生學習策略來應對困境解決問題，以及在學習過程中學生對體育課程的動作技能學習態度的改變。利用網路賽事影片、行動載具之影像錄製功能、搭配無線網路做即時上傳，透過影片練習與修正技能動作。研究採行動研究方式，研究對象為新北市某國中七年級某班學生20人，進行8週(16堂課)的教學實驗。過程中透過大跳繩三分鐘兩循環耐力賽前後測、相依樣本t檢定前後測的體育課程態度問卷調查、半結構式訪談後進行課程修正、課堂觀察、教師扎記，以蒐集相關資料進行統整與分析。研究結論為：一、利用行動學習輔助後，結果比歷年大跳繩耐力賽成績來得更高，學生反饋學習效率高出以往。二、行動學習輔助課程使得學生在學習方式上改變，學生能依照當時狀況產生學習策略調整學習方式以解決問題，培養出自主學習的態度與能力。三、學生對行動載具輔助課程的情意、認知、行動意向之整體態度均有顯著差異性。研究發現可幫助教師在未來利用行動載具輔助相關課程，以提升學生學習表現與態度。關鍵字：行動學習、學習成效、表現類型運動、學習策略、體育This study explored the effects of mobile learning on 7th-grade junior high school students’ sports skills for the rope-skipping learning in a physical education course, and investigated how the students generated learning strategies to cope with difficulties and solve problems during the learning process. Changes in students' attitudes towards motor skills learning were examined as well. This study utilized the video recording function of the online game, the video recording function of the mobile vehicle, and the wireless network for the students’ real-time uploading, and practicing and correcting the skills and movements through the video. The study adopted action research, and the research participants were 20 people from the 7th-grade class of a junior high school in New Taipei City. During the process, throughthe three-minute two-cycle endurance competition of rope skipping before-and-after tests, before-and-after questionnaires for the assessment of curriculum attitude through the analysis of dependent sample t-tests, the semi-structured interviews were followed by curriculum revision, classroom observations, and teachers’ notes to collect relevant data for integration and analysis. The research conclusions were as follows: 1. After using the aid of action learning, the results were higher than the previous years’ rope skipping endurance competition, and the students indicated that the learning effectiveness was higher than before. 2.The supplementary course of action learning enabled the students to change their learning strategies. The students can generate learning strategies and adjust learning methods to solve problems according to the current situation, and cultivate the attitude and ability of independent learning. 3. There were significant differences in the overall attitudes of students' affection, cognition, and action intention to the courses supplemented by mobile devices. The research findings can provide guidelines for physical education teachers to use mobile devices to improve their students' learning performance and attitudes. Keywords: mobile earning, learning effect, performance-type sports, learning strategies, physical education