命令式教學法與互惠式教學法對國中資源班智能障礙學生球類動作技能學習成效之比較
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2016
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Abstract
本研究旨在針對探討Mosston體育教學光譜命令式教學法與互惠式教學法兩種不同教學形式對國中智能障礙學生球類動作技能教學影響，分析學習成效、維持成效及社會效度。就新北市某國中資源班智能障礙學生4人為研究對象，實施六週18節的羽球發球與排球低手發球之教學實驗，記錄基線期、介入期及維持期之資料，採用單一受試實驗設計之交替處理設計，以視覺分析、C統計與學習成效問卷進行資料處理分析，研究結果顯示：
一、 命令式教學法對國中資源班智能障礙學生球類動作技能學習具有立即成效及維持成效。
二、 互惠式教學法對國中資源班智能障礙學生球類動作技能學習具有立即成效及維持成效。
三、 對國中資源班智能障礙學生球類動作技能學習互惠式教學法優於命令式教學法。
本研究綜合上述研究結果提出具體建議，以提供相關教學與未來研究之參考依據。
The main purpose of the study was to compare the effects of the Mosston’s two teaching styles, the command style and the reciprocal style. The participants of the study were 4 students with mild mental retardation in junior high school, New Taipei City. The experiment continued for 18 sessions in 6 weeks and was divided into three phases (the baseline period, the treatment period and the maintenance period) teaching students badminton serve and volleyball underhand-serve, utilizing alternating treatments design. The data was processed and analyzed by visual inspection and C statistics. The results indicated that: 1. The command style has immediate and retained effects on teaching ball motor skills to junior high school students with mild mental retardation. 2. The reciprocal style has immediate and retained effects on teaching ball motor skills to junior high school students with mild mental retardation. 3. The effects of the reciprocal style were better than those of the command style. Integrating the above findings, specific recommendations were proposed to provide reference for future teaching and research.
The main purpose of the study was to compare the effects of the Mosston’s two teaching styles, the command style and the reciprocal style. The participants of the study were 4 students with mild mental retardation in junior high school, New Taipei City. The experiment continued for 18 sessions in 6 weeks and was divided into three phases (the baseline period, the treatment period and the maintenance period) teaching students badminton serve and volleyball underhand-serve, utilizing alternating treatments design. The data was processed and analyzed by visual inspection and C statistics. The results indicated that: 1. The command style has immediate and retained effects on teaching ball motor skills to junior high school students with mild mental retardation. 2. The reciprocal style has immediate and retained effects on teaching ball motor skills to junior high school students with mild mental retardation. 3. The effects of the reciprocal style were better than those of the command style. Integrating the above findings, specific recommendations were proposed to provide reference for future teaching and research.
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命令式教學法, 互惠式教學法, 智能障礙, 球類動作技能, 學習效果, the command style, the reciprocal style, mental retardation, ball motor skills, teaching effects