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引文資料
題名:
運動教育模式在國中「健康與體育學習領域」應用之行動研究
書刊名:
臺灣運動教育學報
作者:
林靜萍
作者(外文):
Lin, Ching-ping
出版日期:
2009
卷期:
3:2
頁次:
頁1-21
主題關鍵詞:
運動教育模式
;
體育教學
;
行動研究
;
Sport education model
;
Physical education teaching
;
Action research
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
6
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
6
共同引用:0
點閱:23
本研究旨在透過行動研究探討運動教育模式在國中實施的成效、遭遇的困難以及可行的解決策略。研究參與者為某新成立國中之三位體育教師,及其所教授的七年級學生十二班。依運動教育模式設計十二週廿四節之排球教學,資料蒐集方法包括參與觀察、教師反省札記、訪談以及學習反應量表,資料分析採持續比較法。研究結果發現:一、學生對運動教育模式抱持肯定的態度,在學習反應四點量表中多數得分超過 3分,包括喜歡程度、對認知、技能、情意的學習成效。對團隊戰術的認知以及情意的學習尤高,未來也都願意再參與這樣的課程。二、學生肯定運動教育模式的主要原因:能有較全面、完整、深入的學習;學習過程中同儕指導技能學習效果較佳;團隊合作及分組競爭比較好玩等。三、學生們最喜歡擔任的角色是選手,最不喜歡擔任的角色是隊長。四、教師對運動教育模式也持相當肯定的態度,認為不僅學生學習成效好,且上軌道後能減輕教師的負擔,未來都願意繼續使用此模式。基於上述結果,運動教育模式在國中實施成效良好,值得推廣。未來研究可與合作學習、理解式等理念相近之教學策略結合探討。
以文找文
The purpose of this study was to determine the effects of using the sport education model in junior high school, the difficulties encountered, and the possible solutions by means of action research. The participants were three physical education teachers from a newly founded junior high school and the 12 classes they taught. According to the sport education model, 24 class periods of volleyball which lasted for 12 weeks were designed. Data collection methods comprised participant observations, teachers’ reflective journals, interviews, and students’ learning feedback forms as well as their learning attitude scales. The constant comparison method was used for data analysis. The results were as follows. First, the students viewed the design of the sport education model positively. Most of them gave a score of more than three out of the four-point learning attitude scale, which rated how much they like the course and the learning effects on the cognitive, psychomotor, and affective domains. They especially enjoyed learning the cognitive and affective aspects of the team tactics, and were all willing to attend this kind of curriculum again in the future. Second, the reasons why the students approved the sport education model were that they learned more comprehensively, the learning effects were better when taught by their classmates during the learning process, and that team cooperation and group competition were fun. Third, in terms of role playing, students loved playing the role of players the most. Their least favorite roles were captain. Finally, the teachers also held positive attitudes towards the sport education model. They considered the model capable of not only boosting the students’ learning effects, but reducing their workload as well because many responsibilities were transferred to the students. The teachers were all willing to continue adopting this model in the future. Based on the findings, the sport education model worked well in junior high school and is worth promoting. Possible future research directions would be the playing of roles in teams, gender interaction, and other teaching strategies, for example, the combination of cooperative learning with TGfU.
以文找文
期刊論文
1.
Hastie, P. A.、Buchanan, A. M.(2000)。Teaching responsibility through Sport Education: Prospects of a coalition。Research Quarterly for Exercise and Sport,71(1),25-35。
2.
Hastie, P. A.(1998)。The participation and perception of girls within a unit of sport education。Journal of Teaching in Physical Education,17,157-171。
3.
Grant, B. C.(1992)。Integrating sport into the physical education curriculum in New Zealand secondary schools。Quest,44,304-316。
4.
Hastie, P. A.(2000)。An ecological analysis of a sport education season。Journal of Teaching in Physical Education,19(3),355-373。
5.
Alexander, K.、Taggart, A.、Thorpe, S. T.(1996)。A spring in their steps? Possibilities for professional renewal through sport education in Australian schools。Sport, Education and Society,1(1),23-46。
6.
Carsol, T.(1995)。Now I think I can., The reaction of eight low-skilled students to sport education。ACHPER Healthy Lifestyles Journal,42(4),6-8。
7.
Hastie, P.、Sharpe, T.(2002)。Effects of a sport education curriculum on the positive social behavior of at-risk rural adolescent boys。Journal of Education for Students Placed At Risk,4(4),417-430。
8.
Grant, B. C.、Trendinnick, P.、Hodge, K.(1992)。Sport education in physical education。New Zealand Journal of Health, Physical Education and Recreation,25(3),3-6。
9.
Wallhead, T.、O'Sullivan, M.(2005)。Sport education: physical education for the new millennium?。Physical Education and Sport Pedagogy,10(2),181-210。
10.
Curnow, J.、MacDonald, D.(1995)。Can sport education be gender inclusive: a case study in an upper primary school. Australian Council for Health。Physical Education, and Recreation Healthy Lifestyles Journal,42,9-11。
11.
Hastie, P. A.(1998)。Skill and tactical development during a sport education season。Research Quarterly for Exercise and Sport,69(4),368-379。
12.
MacPhail, A.、Kirk, D.、Kinchin, G.(2004)。Sport education: promotion team affiliation through physical education。Journal of Teaching in Physical Education,23,106-122。
13.
O'Donovan, T. M.(2003)。A changing culture? Interrogating the dynamics of peer affiliation over the course of a sport education season。European Physical Education Review,9(3),237-251。
14.
Ormond, T. C.、DeMarco, G. M.、Smith, R. M.、Fischer, K. A.(1995)。Comparison of the sport education and traditional approaches to teaching secondary school basketball。Research Quarterly for Exercise and Sport,A-66。
15.
Rink, J. E.、French, K. F.、Graham, K. C.(1996)。Implication for practice and research。Journal of Teaching in Physical Education,15,490-502。
16.
Carlson, Teresa B.、Hastie, Peter A.(1997)。The student social system within sport education。Journal of Teaching in Physical Education,16(2),176-195。
17.
黃月嬋、趙信賓、李翠玲(20050200)。九年一貫健康與體育課程教學方案--運動教育模式的實踐。國教輔導,44(3),23-28。
延伸查詢
18.
Alexander, K.、Luckman, J.(2001)。Australian teachers' perceptions and uses of the sport education curriculum。European Physical Education Review,7(3),243-268。
19.
Hastie, P. A.、Trost, S. G.(2002)。Student physical activity levels during a season of sport education。Pediatric Exercise Science,14(1),64-74。
20.
Ennis, C. D.(1999)。Creating a sense of family in urban schools using the "sport for peace" curriculum。Research Quarterly for Exercise and Sport,70(3),273-285。
21.
Hastie, P. A.(1996)。Student role involvement during a unit of sport education。Journal of Teaching in Physical Education,16(1),88-103。
22.
Bennett, G.、Hastie, P. A.(1997)。A sport education curriculum model for a collegiate physical activity course。Journal of Physical Education Recreation, and Dance,68(1),39-44。
23.
Wallhead, T. L.、Ntoumanis, N.(2004)。Effects of a sport education intervention on students' motivation responses in physical education。Journal of Teaching in Physical Education,23(1),4-18。
24.
甄曉蘭(19951100)。合作行動研究--進行教育研究的另一種方式。嘉義師院學報,9,297-318。
延伸查詢
學位論文
1.
黃至賢(2006)。運動教育模式對國小學童學習效果及人際關係影響之研究(碩士論文)。國立新竹教育大學。
延伸查詢
2.
林永能(2008)。國小體育教學實施運動教育課程模式之行動研究(碩士論文)。國立臺中教育大學。
延伸查詢
3.
陳建志(2005)。運動教育模式結合教學科技的課程設計對國中生學習滿意度之影響--以籃球教學為例(碩士論文)。國立體育學院。
延伸查詢
4.
黃清祥(2004)。國小學生在運動教育模式課程中團隊運作過程之探究(碩士論文)。國立新竹教育大學。
延伸查詢
5.
郭彥成(2006)。運動教育模式對學生學習效果之研究--以大學體育桌球教學為例(碩士論文)。國立臺灣師範大學。
延伸查詢
6.
翁國興(2006)。運動教育模式介入在國小五年級學生排球教學上學習效果之研究(碩士論文)。台北巿立體育學院。
延伸查詢
7.
陳文亮(2004)。運動教育模式在國小學生學習效果之研究(碩士論文)。台北巿立體育學院。
延伸查詢
8.
Synder, R. P.(1997)。The effects of a Sport Education Model on the participation and achievement levels of elementary students in physical education class(博士論文)。Ohio State University。
9.
陳昭宇(2004)。運動教育模式對學生技能學習與學習態度之影響(碩士論文)。國立臺灣師範大學。
延伸查詢
10.
呂天得(1999)。運動教育模式在男女學生學習效果之研究--以國小六年級排球教學為例(碩士論文)。國立體育學院。
延伸查詢
11.
顏嘉生(2005)。不同運動教育模式對學生學習效果之比較--以國小六年級巧固球教學為例(碩士論文)。國立體育學院。
延伸查詢
12.
陳勝雄(2004)。不同體育課程設計模式對國小學生體育課學習滿意度之比較研究(碩士論文)。國立體育學院。
延伸查詢
圖書
1.
Siedentop, Daryl、Hastie, Peter A.、van der Mars, Hans(2004)。Complete Guide to Sport Education。Human Kinetics。
2.
Siedentop, Daryl(1994)。Sport Education: Quality PE Through Positive Sport Experiences。Human Kinetics。
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