理解式球類教學法對國中生排球學習效果之研究

Abstract

本研究旨在探討理解式球類教學對國中學生排球運動之認知、情意與比賽表現的學習效果和學生知覺情形，並比較男女生學習效果之差異情形。研究對象為臺北縣某國中三年級學生男生20位、女生18位，共38位。本研究以理解式球類教學法之課程設計，實施12節課的排球教學介入，並配合排球認知測驗、體育課情意量表與比賽表現評量(GPAI）進行前測與後測。量化資料以相依樣本t考驗、獨立樣本t考驗與共變數分析為方法進行統計分析；為瞭解研究參與學生對排球運動在認知、情意與比賽表現學習效果的知覺情形，以半結構訪談方式，進行質性資料蒐集，並以內容分析法詮釋。研究結果如下：（一）理解式球類教學後，學生的排球認知表現皆有明顯進步；不同性別間的學習效果無差異。（二）學生的排球情意表現未達顯著進步；不同性別間的學習效果無顯著差異。（三）學生的比賽表現的有明顯進步；不同性別間的學習效果無顯著差異。（四）從半結構式訪談中得知，使用理解式球類教學法的教學模式介入，學生在學習效果上有很大的進步，並增進了學生對體育課的學習態度與興趣。本研究結果可供體育老師、師資培育機構在體育教學法選擇上做參考。The present study was designed to (a) explore the learning effects towards cognitive, affective, game performance and perception on volleyball using Teaching Games for Understanding (TGfU) approach for junior high students, and (b) to compare the gender difference in the learning effects. The participants for this investigation consisted of 38 ninth graders (20 males, 18 females) in a junior high school in Taipei County. Participants were instructed for 12 volleyball sessions using the TGfU approach. Pretest and posttest were administered for volleyball cognitive test, affective test, and Game Performance Assessment Instrument (GPAI). The quantitative data was analyzed by pair-samples t test, independent t test and ANCOVA (analysis of covariance). The study also utilized the qualitative method to analyze participants’ volleyball learning effects and perception by semi- structured interview. Findings revealed that (1) learning effects towards cognitive had significant improvement, but there was no significant difference on gender difference, (2) there was no significant improvement in learning effects toward affective, and there was also no significant difference on gender difference, (3) there was significant difference between the grades of game performance pretest and posttest, but there was no significant difference on gender difference, (4) from the analysis of the semi-structured interview, the participants showed that they had made great improvement on volleyball learning by TGfU approach. They had better learning attitude and more interest in PE class. The findings of this study could be used as reference for physical education teachers, teacher education and other related units in selecting physical education teaching method.