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題名：國小教師體育教學目標量表之建構效度--驗證性因素分析的應用
書刊名：大專體育學刊
作者：潘義祥 引用關係
作者(外文)：Pan, Yi-hsiang
出版日期：2001
卷期：3:2
頁次：頁23-34
主題關鍵詞：體育教學目標；驗證性因素分析；Physical education teaching objectives；Confirmatory factor analysis
原始連結：連回原系統網址new window
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本研究主要是用驗證性因素分析(confirmatory factor analysis)驗證潘義祥(民87)所編製的國小教師體育教學目標量表的建構效度，潘義祥(民87)以Annarino (1977)、Gallahue(1993)的體育目標分類架構為基礎編製量表，對體育教學目標分成運動認知、體適能、動作技能與情意等四構面，經信效度考驗後，編成初步的量表。本研究樣本以分層叢集抽樣，按照臺北縣九大行政區各區抽取一所學校，實際發出問卷220份，共收有效問卷197份，有效回收率90%，蒐集的資料經LISERL 8.3版進行驗證性因素分析，研究結果顯示： 一、體育教學目標量表的一階測量模式符合實徵資料，其□值未達顯著(□=25.55, P>0.5)，其餘參考指標也都符合標準(□／df=1.68, GFI=0.97, AGFI=0.92, CFI=0.99, RMR=0.03)，證明體育教學目標的量表結構非常適合實徵資料，顯示體育教學目標量表具有建構效度，本量表可以提供國小教師在測量體育教學目標認同傾向上使用。 二、男女教師在體育教學目標一階測量模式因素結構的一致性考驗中，其□值未達顯著(□=80.63, p>.05)其餘參考指標也都符合標準(□／df=1.25、GFI=0.92、CFI=0.98、RMR=0.05)，顯示男女教師在體育教學目標量表具有一致性的建構效果，本量表也證明可以同時適用於男女教師。 三、體育教學目標二階測量模式也符合實徵資料，適合度指標(□=40.87, P<0.5、□／df=1.95、GFI=-0.96、AGFI=0.90、CFI=0.98、RMR=0.04)，代表四個潛在變項運動認知、體適能、動作技能與情意目標皆受一個更高階的潛在共同性體育教學目標影響。
Pan(1998) made a physical education teaching objectives scale(PETOS) which based on physical education objectives theory of Annarino (1977) and Gallahue(1993) whose physical objective have four dimensions, including movement skill, physical fitness, cognitive learning, affective learning. The validity and reliability of the PETOS reached standard. The purpose of the study was to conduct confirmatory factor analysis to test the construct validity of PETOS made by Pan(1998). The stratified random cluster sampling method was used in this study. Two hundred and twenty teachers were selected and one hundred and two subjects were returned validly form nine administrative division of Taipei County. The statistical data were analyzed by confirmatory factor analysis. The results were as follows: 1. The first-order hypothetical model of TEPOS fitted the data.(□／df=1.95, GFI=0.96, AGFI=0.90, CFI=0.98)RMR=0.04). It meant that the TEPOS has a good construct validity, and the TEPOS would offer the elementary schools teacher to understand their physical education teaching objectives. 2. The second-order hypothetical model of TEPOS also showed good fit. (□／df=1.95, GFI=0.96、AGFI=0.90, CFI=0.98、RMR＝0.04). It meant that four latent variables, including movement skill, physical fitness, cognitive learning, affective learning, were affected in common by one latent variable. 3.The test of consistent factor construct of TEPOS about male and female teachers that the □ value was not significant (p>.05). The results showed that construct of TEPOS was consistent between male and female teachers. The TEPOS would fit in different gender teachers to measure their physical education teaching objectives, and represented consistent factor construct of TEPOS for male and female teachers.
期刊論文
1.許義雄(19841200)。北市體育教師體育目標的認同傾向。體育學報，6，15-26。new window  延伸查詢new window
2.Weick, K.(1975)。Objective of physical education expressed as needs by university students。The Research Quarterly，46(3)，385-388。  new window
3.Thomas, J. R.、Lee, A. M.、Thomas, K. T.(1989)。Should the development of a positive self-concept be a major instructional objective of the physical education program。Journal of Physical Education, Recreation and Dance，60(6)，64-68。  new window
4.Smyth, D. M.(1995)。First-year physical education educators'€™ percepation of their workplace。Journal of Teaching in Physical Education，14，198-214。  new window
5.Parker, J.(1995)。Secondary teachers' views of effective teaching in physical education。Journal of Teaching in physical Education，14，127-139。  new window
6.Pate, R. R.、Corbin, C. B.、Simons-Morton, B. G.、Ross, J. G.(1987)。Physical education and its role in school health promotion。Journal of School Health，57(10)，445-450。  new window
7.Marsh, J. J.(1984)。Measuring affective objective in physical education。The Physical Educator，41(2)，77-81。  new window
8.Avery, M.、Lumpkin, A.(1987)。Student's perceptions of physical education objectives。Journal of Teaching in Physical Education，7，5-11。  new window
9.Annarino, A. A.(1977)。Physical education objectives: traditional vs. developmental。Journal of Physical Education & Recreation，48，22-23。  new window
10.Hellison, D.(1987)。The affective domain in physical education。Journal of Physical Education, Recreation & Dance，58(6)，41-43。  new window
11.葉憲清(19941200)。體育教學目標與內容。國民體育季刊，23(4)=103，63-70。  延伸查詢new window
12.葉憲清(1991)。體育教學目標。台灣省學校體育，2(4)，6-13。  延伸查詢new window
13.Ennis, C. D.、Zhu, W.(1991)。Value orientations: A descritpion of teachers' goals for student learning。Research Quarterly for Exercise and Sport，62(1)，33-40。  new window
14.季力康、黃振興(19941200)。運動目標取向量表的建構效度--驗證性因素分析的應用。體育學報，18，299-309。new window  延伸查詢new window
學位論文
1.潘義祥(1998)。國小教師體育教學目標與教學成效之研究(碩士論文)。國立體育學院，桃園縣。  延伸查詢new window
2.Chou, H. S.(1989)。Perceived movement purposes among physical educators in Taiwan, Republic of China(博士論文)。University of Georgia, Athens。  new window
3.林建宏(1997)。國小體育目標認同傾向之研究(碩士論文)。國立台灣師範大學，台北。  延伸查詢new window
4.周錦宏(1995)。高中學生與體育教師對體育課程認知之研究(碩士論文)。國立體育學院。  延伸查詢new window
5.杜光玉(1996)。長青學苑學員參與運動性休閒活動課程目標之調查研究─以臺北市及高雄市為例(碩士論文)。國立體育學院。  延伸查詢new window
圖書
1.Thompson, M. M.、Mann, B. A.(1977)。An holistic approach to physical education curricula: Objectives classification system for elementary schools。Champaign, IL：Stipes。  new window
2.Kirchner, C.、Fishbune, G. J.(1995)。Physical education for elementary school children。Dubuque, IA：Wm. C. Brown Communications Inc。  new window
3.Jöreskog, K. G.、Sörbom(1981)。LISREL: Analysis of linear structural relationships by the method of maximum likelihood。Version V, Chicago：National Educational Resources。  new window
4.Jewett, A. E.、Mullan, M. R.(1977)。Curriculum design: Purposes and processes in physical education teaching--learning。Washington, DC：AAHPER。  new window
5.Joycem, M. H.、Connie, L. B.(1992)。Instructional strategies for secondary school physical education。IA：Wm. C. Brown。  new window
6.Harrison, J.、Blakemore, C.(1992)。Instructional strategies for secondary School Physical education。Dubuque, IA：Wm. C. Brown。  new window
7.Gallahue, D. L.(1993)。Developmental physical education for today's children。Bloomington, IN：Times Mirror Higher Education Group, Inc。  new window
8.蔡仁川(1992)。中華民國師範院校學生體育目標認同傾向與目標達成滿意度之研究。新竹：易明出版社。  延伸查詢new window
9.黃光雄(1985)。教學目標與評鑑。高雄：復文圖書。  延伸查詢new window
10.張至滿(1991)。體育測驗與評量。台北：水牛圖書。  延伸查詢new window
11.吳志超、劉紹曾、曲宗湖(1993)。現代教學論與體育教學。北京：人民體育出版社。  延伸查詢new window
12.Wall, J.、Murray, N.(1994)。Children and movement: physical education in the elementary。Dubuque, IA：Wm. C. Brown Communications, Inc.。  new window
13.Jewett, Ann E.、Bain, Linda L.、Ennis, Catherine D.(1995)。The Curriculum Process In Physical Education。Wm. C. Brown Publishers。  new window
14.周宏室(1994)。Mosston（摩斯登）體育教學光譜的理論與應用。臺北市：師大書苑。  延伸查詢new window
15.蔡貞雄(1989)。國小體育教學研究。台北：五南。  延伸查詢new window
16.林寶山(1990)。教學論。台北：五南圖書公司。  延伸查詢new window
17.林生傳(19880000)。新教學理論與策略：自由開放社會中的個別化教學與後個別化教學。臺北市：五南圖書出版股份有限公司。new window  延伸查詢new window
18.王宗吉(1992)。體育運動社會學。銀禾。  延伸查詢new window
19.江良規(1968)。體育學原理新論。臺灣商務印書館。  延伸查詢new window
20.黃政傑(1991)。課程設計。台北：師大書苑。  延伸查詢new window
21.Diamantopoulos, Adamantios、Siguaw, Judy A.(2000)。Introducing LISREL: A Guide for the Uninitiated。Sage。  new window
 
 
 
 
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