體育教學模組對國小四年級學童學習動機與比賽表現之影響

Abstract

本研究目的旨在暸解國小體育教學模組 (Physical Education Instructional Modules, PEIM)對學童學習動機與比賽表現之影響，供未來規劃強化教學實踐之參酌。研究方法以準實驗設計，立意取樣國小兩班四年級學童，實驗組26人、對照組25人，進行9節共360分鐘之排球教學，實驗組(教學模組)與對照組(既能直接教學組)，ARCS學習動機與GPAI比賽表現為依變項，資料採用SPSS軟體進行相依樣本t考驗、獨立樣本t考驗等統計方式進行資料分析。研究結果發現： 一、 實驗組學生介入體育教學模組教學，在學習動機評量達顯著水準。 二、 實驗組學生介入體育教學模組教學，能比賽表現量量達顯著水準。 三、 相較於傳統技能教學，實驗組學生介入體育教學模組教學後，學習動機成長幅度評量達顯著水準。 四、 相較於傳統技能教學，實驗組學生介入體育教學模組教學後，比賽表現評量達顯著水準。The main purposes of this study are to take the physical education instructional module (PEIM) and technique approach model in physical education, to understand the learning motivation (ARCS) and game performance assessment instrument (GPAI) during the learning process of physical education instructional module and technique approach model on the fourth grade pupils in primary school. This research uses methods of questionnaire survey. The research object of this article is fourth grade primary school student in Taichung City, control group to use technique approach model and experimental group to use physical education instructional module, a total of two classes, 9 sessions per class (360 minutes) for 4 weeks. Research method is paired-sample t - test, compare score of learning motivation and game performance assessment instrument. In order to understand whether it can effectively promote the learning achievement of students. Research conclusion: 1. The ARCS of the experimental group reached significance level；2. The GPAI of the experimental group reached significance level；3. The ARCS growth rate of the experimental group are much better than the control group；4. The GPAI of the experimental group are much better than the control group.