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題名:行動協同學習對於大專網球課程學習成效之影響
作者:吳建志
作者(外文):Chien-Chih Wu
校院名稱:淡江大學
系所名稱:教育領導與科技管理博士班
指導教授:黃谷臣
蔡家文
學位類別:博士
出版日期:2021
主題關鍵詞:高等教育學習動機體育課程滿意度發球表現Higher educationLearning motivationPhysical activity class satisfactionServe performance
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本研究旨在探討不同教學方法對大專網球課程學習成效(包括:網球認知、發球動作、發球準確性、學習動機和體育課程滿意度)之影響,並進一步比較三種不同教學方法差異情形。本研究採用準實驗設計,共有三個班級、118名學生參與研究,並將行動協同學習、行動學習和傳統教學等教學方法介入為期11週的教學實證研究。教學介入前後分別實施網球認知測驗、發球技能測驗、學習動機及體育課程滿意度的調查,所得的結果以描述性統計分析基本資料;單因子變異數分析同質性,混合設計二因子變異數來分析不同教學方法前後的交互作用。研究結果顯示:一、在技能方面,行動協同學習的效果最佳,能有效提升學生的發球動作與發球準確性;而行動學習在發球動作的學習效果也優於傳統教學法。二、在網球認知和情意方面,並�
�會受到不同教學方法的影響而有所差異,不論是哪一種教學方法的介入後,對網球認知與學習動機皆能有所助益。三、傳統教學法的課程負擔較低,體育課程滿意度優於行動學習組和行動協同學習組。
根據研究結果,行動協同學習的方法對體育教學效果最佳,但增加學生的學習負擔,教師需要在課前進行溝通及注意課後學習活動所帶給學生的負荷與感受。未來教授持拍類體育課程或複雜動作技能時,可提供學習鷹架並選擇行動協同學習方法進行教學,以提升學生的技能表現。
This study explores the effects of three different teaching methods on the learning effectiveness (including tennis cognition, delivery of serves, serve accuracy, learning motivation and physical activity class satisfaction) in a college tennis course, and further compares the differences between the teaching methods. This research adopts a quasi-experimental design and the teaching methods of mobile collaborative learning, mobile learning and traditional teaching in an 11-week empirical teaching research study. A total of 118 students in three classes participated in the research. Before and after the teaching intervention, a tennis cognition test, serving skill test, learning motivation and physical activity class satisfaction survey were carried out, and the results obtained were analyzed by descriptive statistics, by one-way ANOVA to check for homogeneity, and mixed-design two-way ANOVA to investigate interaction. There are three main findings
from the research results. 1. In terms of psychomotor, mobile collaborative learning has the best effect, effectively improving students’ delivery of serves and serve accuracy; the learning effectiveness of mobile learning on delivery of serve was better than the traditional teaching method. 2. Cognitive and affective aspects of tennis were not impacted by the different teaching methods; all were helpful to improve tennis cognition and learning motivation. 3. The curriculum burden of the traditional teaching method was lower, and the students’ satisfaction with the physical education course was higher than for the mobile learning and the mobile collaborative learning groups.
According to the research results, the method of mobile collaborative learning has the highest effectiveness for this physical education course, but it increases the learning burden on students. Teachers need to communicate before class and pay attention to the workload and feelings of students after class. In the future, when instructors teach racket sports courses or complex movement skills, they can provide learning scaffolding and choose mobile collaborative learning methods for teaching so as to improve students’ skill performance.
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