理解式球類教學法應用於國中學生羽球學習之行動研究

Abstract

本研究目的主要以行動研究的方式，探討理解式球類教學法應用於九年級羽球教學後，學生在認知與比賽表現的學習情形，並瞭解學生對理解式球類教學法上課情形的觀點以及教師對於理解式球類教學法進行方式與過程的省思。參與研究學生以臺北市某國中一個九年級的班級，共22位學生（男生6位，女生16位），進行8節課的理解式羽球教學。在量化資料蒐集方面，以羽球認知測驗與比賽表現評量工具進行教學前、後測驗，質性資料則是透過錄影、教學日誌、教學觀察單、課後學習單及訪談等方式蒐集。量化資料的處理是以相依樣本t考驗對學生前後測驗成績進行統計分析，而質性資料是採持續比較法分析。主要的結果如下：一、九年級學生經過理解式球類教學後，在羽球認知表現的學習上有顯著進步。二、九年級學生經過理解式球類教學後，在羽球比賽表現的學習上有顯著進步。三、學生對於理解式球類教學法的羽球課程設計持肯定態度，對於能增加比賽知識、享受運動樂趣與培養運動習慣，也都呈現出喜愛的反應。四、研究者在實施理解式球類教學的行動研究上有四點困境：(一)教師教學時間需有效掌控；(二)教學活動設計應以學生學習為主；(三)結合資訊融入教學更佳；(四)學生的態度與認知會影響教學。藉由這些困境與省思過程，提昇了研究者在體育教學知能與專業的成長。本研究結論為實施理解式球類教學法能促進學生認知與比賽表現的學習，也有助於體育教師的教學反省與教學知能的提升。

The purpose of this study was to use an action research approach to examine the learning effects of Teaching Games for Understanding (TGfU) on badminton towards cognitive and game performance of ninth-graders, and to understand the students’ and teacher’s perspectives on TGfU. Eight lessons of badminton instruction were conducted to twenty-two ninth-graders in a Taipei Junior High School (6 boys and 16 girls). The quantitative data were collected using cognitive test and Games Performance Assessment Instrument (GPAI) and analyzed statistically by independent t test to compare the pre-tests and post-tests. The qualitative data were collected through videotaping, teacher’s teaching diary, observation sheet of teaching, reflections of students, and interviews of teachers and students. These data were analyzed by constant comparison method. The results were as follows: 1.The ninth-graders had made significant improvement on cognitive test after TGfU teaching on badminton. 2. The ninth-graders had significant improvement on Games Performance after TGfU teaching on badminton. 3. Students showed positive attitude about the lessons content of TGfU on badminton teaching. They could improve in games knowledge and performance, have good exercise habits, and enjoy the fun of playing games. 4. The researcher had encountered 4 difficulties on TGfU: (1) The teachers have to control the lessons better. (2) The lessons should be designed for students’ learning. (3) The design of lesson should combine with the use of computers. (4) The attitude and cognitive of students affected the teacher’s teachings. In conclusion, the TGfU teaching approach facilitated the comprehension of game strategies and knowledge, development of sport skills, and enhanced the participant teacher’s development of physical education professional ability.