理解式球類教學法教師發問技巧之行動研究

Abstract

本研究的目的主要是以行動研究的方式，探討理解式排球教學對學生的學習成效，並深入探究教師發問的技巧以及學生對教師發問內容與學習過程的看法，促進教師教學過程的省思。研究參與者為七年級學生男生17位，女生13位，共30位。透過8節課的理解式排球教學，並配合比賽表現評量(GPAI)進行教學前、後測驗。在教學過程中，不斷修正教學活動與教師發問技巧，以達到理解式教學的學習成效並增進教師教學效能。在量的資料處理部份，以相依樣本t考驗對學生前、後測驗成績進行統計分析；另外在質性資料部份，蒐集教師日誌、反省札記、學生學習單、師生訪談所得的資料，以三角檢核法進行內容分析。研究結果發現：1.在實施理解式排球教學後，學生在比賽表現上有明顯的進步。2.教師發問的類別以閉鎖式與開放式問題並重，分別佔48.59％與51.40％；發問問題次數為閉鎖式的事實性問題最多，佔29.96％，而開放式的解釋性問題次之，佔24.30％。3.大部分的學生認為自己能從教師發問的內容中學習思考與行動，並表示具備回答問題的能力，且對於這樣的學習過程感到有趣。4.教學者能藉由行動研究促進自我省思，改進教師發問技巧，提升教學效能。研究發現理解式球類教學法教師發問類型需建立在閉鎖式與開放式並重的基礎下，能幫助學生學習規則認知與戰術理解，增進學習興趣，培養思考與解決問題的能力，提升學習成效，更能增進教師教學能力並促進專業知能的成長。針對本研究中的發現提供未來體育教學發展與後續研究之相關建議。 Action research approach was used to examine the learning effects of Teaching Games for Understanding (TGfU). The teachers’ questioning techniques and the students’ perspectives on TGfU were further examined to improve teacher’s thinking about teaching process. The participants were thirty 7th graders with 17 boys and 13 girls. Performance Assessment Instrument (GPAI) was used in pretest and posttest during the 8 sessions of volley ball instruction using TGfU approach. Teaching activities and questioning techniques were continually revised to reach the learning achievement and teaching effectiveness. The GPAI scores were analyzed by pair-samples t test. The qualitative data were collected through teachers’ teaching diary, reflections notes, students’ learning sheet and interviews and analyzed using content analysis. The results were: (1) Students had made significant progress on game performance after TGfU instructions. (2) Teacher asked 48.59% closed questions and 51.40% open questions with 29.96% of factual closed questions and 24.30% of explanatory open questions. (3) Most of the students showed the ability to think and act through these questions. They showed interest in TGfU and believed they had the ability to answer these questions. (4) Action research enhanced the ability of the teacher to reflect to improve questioning techniques and effectiveness in TGfU teaching. The findings of this study showed that the types of questions asked could enhance students learning in game rules and strategies, thus improved their interest and problem solving ability. The teacher’s professional knowledge and skill were also greatly improved. The findings could be used as a base of reference for both research and practical endeavor.