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一、中文部分 江信億、陳伯儀、葉逸欣(2007)。應用多媒體科技融入游泳教學策略之探討。運動知識學報,4,129-134。 谷祖梅(2012)。臺北市公立國中學生參與晨(課)間運動態度與規律運動行為之相關研究。(未出版碩士論文)。國立臺灣師範大學,臺北市。 林幼萍(2009)。建構理論對藝術人文教學的影響與實踐--以表演藝術賞析課程為例。興大人文學報,43,191-218。 林建豪、張世聰(2012)。體育教學與數位學習之應用。中華體育季刊,26 (2) ,259-269。 林慶源、林耀豐(2009)。運動自我效能與運動行為之探討。屏東教大體育,12,217-231。 吳穎沺、蔡今中(2005)。建構主義式的科學學習活動對國小高年級學生認知結構之影響-以「電與磁」單元為例。科學教育學刊,13(4),387-412。 施登堯(2006)。建構主義應用在高中武術教學之研究。(未出版博士論文)。國立臺灣師範大學,臺北市。 許志賢(2005)。建構主義應用在國小資訊融入藝術與人文領域教學之研究-以高年級建置個人美術館網頁為例。(未出版碩士論文)。國立新竹教育大學,新竹市。 梁聖儀(2003)。以合作學習為基礎的網路學習社群系統開發之研究—以國小簡易籃球為例。(未出版碩士論文)。國立體育學院運動科學研究所,臺北市。 莊哲偉、劉承勇(2014)。建構主義在桌球教學之應用。中華體育季刊,28(3),181-185。 裴新寧(2003)。東西理念碰撞:建構對教育的理解。開放教育研究,41,12-14。 甄曉蘭、曾志華(1997)。建構教學理念的興起與應用。國民教育研究學報,3,179-208。 潘文福(2010)。建構互為主體性的教室觀察指標──詮釋的觀點。教育資料與研究雙月刊,96,95-116。 謝偉雄、葉麗琴(2008)。大學生正向心理、運動自我效能與運動行為之研究。輔仁大學體育學刊,7,105-121。 簡桂彬(2001)。不同技能表現獲知對足球內側傳球技能表現的影響。立台灣師範大學體育研究所,未出版,台北市。 簡桂彬(2008)。影像回饋策略對法式滾球定位擲準技能學習之影響。台北市:海峽兩岸體育研究學會。 簡桂彬(2012)。法式滾球不同教學順序對技能學習表現之影響。國立臺灣科技大學人文社會學報,8(1),1-15。 簡桂彬、麥吉誠、蕭今傑 (2006) 。回饋的訊息對體育教學效率之影響。國立臺灣科技大學人文社會學報,2,1-17。 簡桂彬、陳素芬(2015)。運動興趣量表編製之探索。國北教大體育,10,30-35。 簡桂彬、陳素芬、林忠儀(2016)。網路輔助學習系統在動作技能教學上之應用。國立臺灣科技大學人文社會學報,12(1),1-24。 簡桂彬、梁至中、陳素芬(2017)。教學信念、年齡及科技教學與內容知識關係之探討。科學教育學刊,25(1),1-19。
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