本研究旨在探討直拍與橫拍正手攻球，在教學學習效果之比較探討。研究過程中，以直拍與橫拍正手攻球爲教學單元，並以嶺東科技大學九十六學年度第一學期四技一年級三個班級男女學生共計146人爲測驗對象，測驗直拍與橫拍正手攻球學前及學後學習效果之比較進行研究。學前，受試者可隨意選擇適合自己的球拍，根據研究者統計持直拍的計有81人，橫拍的計有65人，可見持直拍的學生明顯比持橫拍的學生多，究其原因一、受試者較不瞭解直拍與橫拍的優缺點；二、都是初學者；三、跟民族性飲食習慣有關係（東方人是拿筷子吃飯，此與直拍握法相似）。研究結果發現；直拍與橫拍在學前握拍的方式有些不同。在正手攻球時，上揮下砍，應急動作不勝枚舉，然其結果顯示兩者在學前並無明顯的差異。經過學習後，結果顯示，在直拍與橫拍都有顯著的差異（進步），學生多能達到正規之動作。另外，對於直拍與橫拍在正手攻球的學習效果到底那種比較好，該結果顯示也並無明顯之差異，但本研究主要是讓受試者能打好正手攻球技術動作要領爲目的。

This study aims to compare the learning effects of the penhold grip and the handshake grip for the forehand attack. In this study, the teaching unit is the forehand attack of the penhold grip and the handshake grip. The subjects are one hundred and forty-six freshmen (male and female) from three four-year undergraduate classes in the first semester of the ninety-sixth academic year in Ling Tung University. This test is to study students' learning effects of the penhold grip and the handshake grip for the forehand attack. Before learning, the subjects can choose suitable paddles for themselves as they please to. The researchers' statistics show that eighty-one subjects choose the penhold grip and sixty-five subjects choose the handshake grip. It is apparent that the number of the students who use the penhold grip is higher than that of those who use the handshake grip. There are three reasons for this. First, the subjects do not know much about the advantages and disadvantages of these two grips. Second, the subjects are all beginners. Third, their choices are ethnically related to their eating habits; the way Orientals hold the chopsticks to eat rice is similar to the penhold grip. The study shows that before learning there are some differences in the ways players place their fingers for both the penhold grip and the handshake grip. In performing the forehand attack, students wave upward and chop downward; there are too many unreasonable movements to enumerate. The result of this study shows that before learning there are no differences between these two kinds of grips. After learning, the result shows that both the students who use the penhold grip and those who use the handshake grip make great progress. Most of the students can perform reasonable movements. Besides, as for the learning effects of the forehand attack, this study does not conclude which grip is better, nor does it show any notable differences between the penhold grip and the handshake grip. The purpose of this study is to investigate how to improve the subjects' movements for forehand attacks.