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題名：同儕互動回饋策略對棒球打擊能力低學生學習成效與學習動機之研究
書刊名：臺南科技大學通識教育學刊
作者：陳榮章／王琦正 引用關係／駱俊霖
作者(外文)：Chen, Rong Zhang／Wang, Qi Zheng／Luo, Jun Lin
出版日期：2010
卷期：9
頁次：頁63-74
主題關鍵詞：同儕互動回饋；教師口語回饋；自我控制回饋；棒球；Peer interpersonal feedback；Teacher feedback；Self-controlled feedback；Baseball
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:185
  • 點閱點閱:46
本研究的主要目的是在：探討同儕互動回饋策略對打擊能力低的學生在棒球打擊學習成效與學習動機之影響。本研究以健體學習領域第三階段國中學生全校八個班每班大約30人，共240人全部學生爲受試對象。本研究採立意取樣，僅選取棒球打擊前測低能力的學生120人進行資料分析。本研究以隨機分派方式，將受試者分別接受教師口語回饋、同儕互動回饋及自我控制回饋等三種不同實驗組處理。資料蒐集後，以單因子共變數進行分析，並以LSD統計法進行事後比較，結果並得到以下結論：一、同儕互動回饋組與教師口語回饋組的棒球學習成效測驗成績對打擊能力低的學生而言，皆顯著的優於自我控制回饋組。然而，同儕互動回饋組與教師口語回饋組的棒球學習成效並無顯著性差異。二、在學習動機方面，同儕互動回饋高於教師口語回饋組及自我控制回饋組，然而，教師口語回饋組與自我控制回饋組並無顯著性差異。顯示對棒球打擊能力低的學生而言，同儕互動回饋的方式在學習動機上具有正面的效果。同儕互動回饋對棒球打擊能力低的學生無論在學習的效益及學習動機上皆發揮學習的效果，值得供未來體育教師參考。
The parposes of this study were: to examine the effects of peer interpersonal feedbacks on the achievement and motivation of low ability students on baseball swing. The participants of the study were 240 male and female junior high school from eight classes of physical activities program. According to the data analyzing, 120 of those students were chosen, who have baseball swing results in the pre-test and don't attain the standard-50% in testing results. Methods: An experimental method with a random selection, three treatments were the peer interpersonal feedback, the teacher feedback and self-controlled feedback. The data was analyzed by one-way ANCOVA and a following up test by LSD. Results: 1. The results indicated that of peer interpersonal feedback and teacher feedback obviously was a significant higher than that of the self-controlled feedback. However, the peer interpersonal feedback condition was not significantly different from the teacher feedback condition. 2. The achievement motivation of the peer interpersonal feedback obviously was higher than that of the teacher feedback and self-controlled feedback. In addition, the teacher feedback condition was not significantly different from the self-controlled feedback condition. Conclusions: The peer interpersonal feedback was one of benefits for low ability students and also in the achievement motivation during the baseball swing skill learning setting. The implications for peer interpersonal feedback use of motivation strategies for physical abilities program and future research were discussed.
期刊論文
1.Wright, D. L.、Smith-Munyon, V. L.、Sidaway, B.(1997)。How close in too close for precise knowledge of result。Research Quarterly for Exercise and Sport，68，172-176。  new window
2.林新發(1984)。兩種教學評量方式之比較--常模參照評量與標準參照評量之剖析。測驗與輔導，67，1200-1204。  延伸查詢new window
3.陳玉芬、卓俊伶(19980700)。特定範圍結果獲知對高爾夫推桿動作之空間準確性與錯誤偵察的影響。體育學報，25，249-258。new window  延伸查詢new window
4.Kulik, C.-L. C.、Kulik, J. A.、Bangert-Drowns, R. L.(1990)。Effectiveness of Mastery Learning Programs: A Meta-analysis。Review of Education Research，60(2)，265-299。  new window
5.McColskey, W.、Leary, M. R.(1985)。Differential effect of norn-referenced and self-referenced feedback on performance expectancies, attributions, and motivation。Contemporary Educational Psychology，10，275-284。  new window
6.Magill, R. A.(1993)。Modeling and verbal feedback influences on skill learning。International Journal of Sport Psychology，24，358-369。  new window
7.Wulf, G.、Raupach, M.、Pfeiffer, F.(2005)。Self-controlled observational practice enhances learning。Research Quarterly for Exercise and Sport，76，107-111。  new window
8.林尚武、卓俊伶、楊梓楣、陳重佑、葉俊良(20090600)。自發錯誤估計促進自我控制回饋的動作學習效益。體育學報，42(2)，15-28。new window  延伸查詢new window
9.Bilodeau, E. A.、Bilodeau, I. M.(1958)。Variable frequency of knowledge of results and the learning of a simple skill。Journal of Experimental Psychology，55(4)，379-383。  new window
10.葉俊良、卓俊伶、林靜兒、陳重佑(20070300)。自我控制回饋對動作表現、學習及錯誤估計的效應。大專體育學刊，9(1)，23-35。new window  延伸查詢new window
11.Janelle, C. M.、Singer, R. N.、Kim, J.(1995)。Subject controlled performance feedback and learning of a closed motor skill。Perceptual and Motor Skills，81(2)，627-634。  new window
12.Lee, T. D.、White, M. A.、Carnahan, H.(1990)。On the role of knowledge of results in motor learning: Exploring the guidance hypothesis。Journal of Motor Behavior，22，191-208。  new window
13.程炳林(20020400)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-101。new window  延伸查詢new window
14.林清山、程炳林(19950600)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-57。new window  延伸查詢new window
15.Carver, C. S.、Scheier, M. F.(1990)。Origins and function of positive and negative affect: A control-process view。Psychological Review，97，19-35。  new window
16.Lai, Q.、Shea, C. H.(1999)。Bandwidth knowledge of results enhances generalized motor program learning。Research Quarterly for Exercise and Sport，70，79-83。  new window
會議論文
1.陳雪亮、王俊明(1999)。運動成就動機量表之編製報告。中華民國體育學會體育測驗與評量分析研究委員會八十八學年度研討會。桃園縣：國立體育學院。  延伸查詢new window
學位論文
1.龔雅慈(2007)。理解式教學法在合作學習情境下對羽球運動技能學習成效與態度之研究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
2.黃朝嘉(2009)。同儕教導訓練模式在精熟學習與合作學習情境下對高爾夫球推桿技能學習成效之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
3.邱穗中(1993)。成功動機導向課程對減輕國小學童數學習得無助感之實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.李明堂(1987)。常模參照回饋、自我參照回饋對國小學童成敗歸因、成就動機、測試焦慮影響之研究(碩士論文)。國立高雄師範大學，高雄。  延伸查詢new window
5.Keh, N. C.(1992)。Student's use of teacher feedback during badminton instruction(博士論文)。Louisiana State University，Baton Rouge, LA。  new window
圖書
1.國立臺灣師範大學學校體育研究與發展中心(1997)。棒球：教材教法與評量。台北：教育部。  延伸查詢new window
2.Owens, D.、Bunker, L. K.(1995)。Baseball to success. Human Kinetics。Champaign, IL：Human Kinetics Publishers, Inc.。  new window
3.Rink, J.(1985)。Teaching Physical Education for Learning。St. Louis, MO：Time Mirror。  new window
4.Rink, Judith E.、許義雄、黃月嬋(2001)。體育教學策略。台北：藝軒。  延伸查詢new window
5.黃政傑、林佩璇(1995)。合作學習。臺北市：五南。  延伸查詢new window
6.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
7.Schmidt, Richard A.、Lee, Timothy D.(2005)。Motor control and learning: A behavioral emphasis。Champaign, IL：Human Kinetics。  new window
8.Siedentop, Daryl(1991)。Developing Teaching Skills in Physical Education。Mountain View, Calif.：Mayfield Publishing Company。  new window
9.教育部(2003)。國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
10.Schmidt, Richard A.(1988)。Motor Control and Learning: A Behavioral Emphasis。Human Kinetics。  new window
11.McCombs, M. I.(1989)。Self-regulated learning and achievement: A phenomenological view。Self-regulated learning and academic achievement theory, research, and practice: Progress in cognitive development research。New York：Springer-Verlag。  new window
12.Slavin, R. E.(1999)。Learning to cooperate, cooperating to learn。N.Y.：Plenum。  new window
圖書論文
1.莊美玲、許義雄(1993)。樂趣化教學的意義及其方法。樂趣化體育教材彙編。臺中縣：臺灣省教育廳。  延伸查詢new window
2.Dyson, B.(2005)。Integration cooperative learning and tactical games models: Focus on social unteractions and decision-making。Teaching games for understanding: Theory, research, and practive。Champaign, IL：Human Kinetics。  new window
3.Swinnen, S. P.(1996)。Information feedback for motor skill learning: A review。Advances in motor learning and control。Human Kinetics。  new window
4.Johnson, D. W.、Johnson, R. T.(1993)。Cooperative learning and feedback in technology-based instruction。Interactive instruction and feedback。Englewood Cliffs, NJ：Educational Technology Publications。  new window
 
 
 
 
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