練習式教學法與互惠式教學法對高職輕度智能障礙者高爾夫球與壘球動作技能學習成效之研究比較

Abstract

本研究旨在針對探討 Mosston練習式與互惠式對高職輕度智能障礙者的教學影響。分析教學效果、社會效度及保留效果之教學效果，以台中縣某高職綜合職能班學生 4 人為受試對象，實施六週 18 節的高爾夫擊球與壘球擊球教學實驗，記錄基線期、處理期及維持期之資料，以單一受試法之交替處理設計、視覺分析法、社會學習問卷評量表、 C統計統計方法，經分析結果如下：一、兩種種不同教學形式在教學效果上，技能測驗項目中練習式與互惠式達顯著水準差異，在社會發展項目中練習式及互惠式達顯著水準差異朝正向發展。二、受試者接受練習式及互惠式教學形式後，其在教學效果上均有明顯水準差異。三、這二種不同教學形式，在維持效果中，練習式教學形式優於互惠式的教學形式。建議實務工作者以兩種教學方式進行，注意主、副教學目標做設計教學，可讓教學者快速獲得教學成效。The primary purpose of the study was to explore teaching effects, retention, as well as social validity of Mosston’s practice and reciprocal styles. Participants consisted of 4 comprehensive-vocational class students in National Tung-Shih Senior Vocational School. Data obtained from 18 sessions in 6 weeks were processed through visual analysis, questionnaire and C statistics. Main results were as follows: (A) Significant differences between Practice and Reciprocal Styles were found both in teaching effects and social behavior development. (B) Significant effects were obtained both from Practice and Reciprocal Styles in terms of respectively golf and softball skills training sessions. (C) With regard to retention effects, the Practice Style outperformed the Reciprocal counterpart in the post teaching probes. Further discussions and suggestions for practitioners and future researchers were addressed based on the above findings.