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題名：健康體適能教學方案在高中體育課的應用：問題導向學習理論觀點
書刊名：體育學報
作者：周建智 引用關係／黃美瑤 引用關係
作者(外文)：Chou, Chien-chih／Huang, Mei-yao
出版日期：2010
卷期：43:2
頁次：頁149-170
主題關鍵詞：問題導向學習；身體活動量；健康體適能認知；批判思考；Problem-based learning；Physical activity level；Health-related physical fitness knowledge；Critical thinking
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(26) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:25
  • 共同引用共同引用:56
  • 點閱點閱:129
目的：本研究的主要目的是探討「問題導向學習融入健康體適能教學方案」對高中學生身體活動量、健康體適能認知與批判思考能力的效果。方法：以臺北縣與桃園縣某兩所國立高中，二年級學生四個班級，共168位學生爲研究對象，包含實驗組兩班80人與控制組兩班88人，實驗組的教學策略施以問題導向學習，而控制組則以傳統體育教學策略爲主。本實驗教學爲每週兩節課，每節50分鐘，共安排十週的教學實驗介入。本研究採用電子計步器，監控學生身體活動量、健康體適能認知測驗卷、批判思考測驗第一級等，做爲研究工具，所得資料以單因子多變項共變數分析、皮爾遜積差相關與多元逐步迴歸分析等統計。結果：一、問題導向學習融入健康體適能教學方案對實驗組學生在身體活動量、健康體適能認知與批判思考能力，皆顯著高於控制組學生。二、問題導向學習融入健康體適能教學方案對實驗組學生在身體活動量與健康體適能認知、辨認假設、歸納、演繹、解釋有顯著正相關，控制組學生在各變項上則無顯著相關。三、問題導向學習融入健康體適能教學方案，實驗組學生的歸納、辨認假設與健康體適能認知能有顯著預測身體活動量，而此三個預測變項可共同解釋26%的變異量。結論：本研究驗證此套教學設計，能提昇高中學生身體活動量、健康體適能認知與批判思考能力，也說明學生的體適能培養，可經由後天教學與問題導向議題之討論，進而提昇學生身體活動量。
Purpose: The purpose of this study was to investigate the impact of PBL strategy integrating into health-related physical fitness lessons on physical activity level, health-related fitness knowledge, and critical thinking for high school students. Methods: Four classes with hundred and sixty-eight (n=168) of high school students and their teachers were participated in this study from Taipei and Taoyun county. Two classes were assigned as an experimental group (n=80) and received the PBL strategy integrating into health-related physical fitness lessons for ten weeks. Two classes were designed as the control group (n=88) and received the traditional teaching strategy for ten weeks. The class met for two times a week and each class had fifty minutes long. Both groups were administered the Digital Mini Pedometer, Health-related fitness knowledge test, and Critical Thinking Test-Level in the pre-test and post-test. The descriptive, One-way ANCOVA, Pearson correlation coefficient, and Regression were utilized to analyze the data. The significant was set at the .05 level. Results: a). the PBL strategy integrating into health-related physical fitness lessons could effectively improve physical activity level, health-related fitness knowledge, and critical thinking for high school students; b). there was a significantly positive relationship between physical activity level, health-related fitness health-related fitness knowledge, assumptions, induction, deduction, and explanation in the experimental group, but the control group did not. c). there was 26% of variation of the induction, recognition of assumptions, and health-related fitness knowledge can be effectively predicted student physical activity levels. Conclusion: subjects in the experimental group reported that this PBL strategy integrating into health-related physical fitness lessons had helped them to promote their physical activity levels, understanding of health-related fitness knowledge, and development of critical thinking. Thus, it is evident that PBL strategy integrating into health-related physical fitness lessons can help high school students to improve their health-related fitness in order to increase their physical activity levels.
期刊論文
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8.歐陽教(197606)。認知結構與教學的關係。國立臺灣師範大學教育研究所集刊，18，77-143。  延伸查詢new window
9.Cuddihy, T. F.、Pangrazi, R. P.、Tomson, L. M.(2005)。Pedometers: Answer to FAQs from teachers。Journal of Physical Education, Recreation, and Dance，76(2)，36-40。  new window
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12.Yin, Zenong.,、Boyd, M. P.(2000)。Behavioral and cognitive correlates of exercise self-schemata。The Journal of Psychology，134(3)，269-282。  new window
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14.Schwager, S.、Labate, C.(1993)。Teaching for critical thinking in physical education。Journal of Physical Education Recretion and Dance，64(5)，24-26。  new window
15.陳銘偉、楊坤原(20031000)。以問題本位學習建構適合高職學生線上輔助學習系統之設計。視聽教育雙月刊，45(2)=266，2-25。  延伸查詢new window
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18.黃美瑤(20091200)。資訊融入問題導向教學策略介入對高中生健康體適能學習態度之研究。體育學報，42(4)，87-99。new window  延伸查詢new window
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21.楊坤原、張賴妙理(20050600)。問題本位學習的理論基礎與教學歷程。中原學報，33(2)，215-235。  延伸查詢new window
22.Schneider, P. L.、Crouter, S. E.、Lukajic, O.、Bassett, D. R. Jr.(2003)。Accuracy and reliability of 10 pedometers for measuring steps over a 400-m walk。Medicine & Science in Sports & Exercise，35(10)，1779-1784。  new window
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24.楊喬涵(20080300)。「專題導向學習」策略應用在商業概論課程教學之行動研究。中等教育，59(1)，110-128。new window  延伸查詢new window
25.羅玉枝(20061200)。探討大學體育課學習情境知覺、滿足感、體適能及體適能認知之研究。北體學報，14，132-145。new window  延伸查詢new window
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會議論文
1.王漢忠(2005)。營造學生動態生活優質環境。2005亞洲區體是能檢測與推廣策略高峰會議。台北市：中華民國體育學會。34-42。  延伸查詢new window
研究報告
1.黃美瑤(2006)。運用問題導向學習、資訊融入問題導向與傳統教學策略探究高中學生健康體適能之實驗研究。  延伸查詢new window
學位論文
1.陳月梅(2001)。電腦模擬應用於批判思考教學策略之師資培訓--以兩性平等議題為例(碩士論文)。國立中山大學。  延伸查詢new window
2.黃郁雯(2005)。情境式問題導向融入教學對國小六年級學童科學概念及科學態度之影響(碩士論文)。國立台北師範學院。  延伸查詢new window
3.吳玉妹(2001)。體適能課程實施對學生體適能認知及表現之影響研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.林坤曉(2004)。健康體適能虛擬教室輔助國中體育教學對學生健康體適能認知與表現的影響--以臺北市芳和國中為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.羅文杰(2004)。九年一貫前後不同階段國中學生體育課程表現之研究--以體適能表現、體適能認知程度及體育課程滿意程度為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.劉為國(2003)。問題導向學習(PBL)在高工單晶片微電腦控制設計課程之教學實驗研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
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8.Beighle, A.(2003)。Assessing the physical activity levels of children using the MLS-2525 pedometer(博士論文)。Arizona State University，Tempe。  new window
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10.Wilde, B. E.(2002)。Activity patterns of high school students assessed by a pedometer and a national activity questionnaire(博士論文)。Arizona State University，Tempe, Arizona。  new window
圖書
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其他
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圖書論文
1.Hmelo, C. E.、Lin, X.(2000)。Becoming self-directed learners: Strategy development in problem-based learning。Problem-based learning: A research perspective on learning interactions。Mahwah, New Jersey：Lawrence Erlbaum Associates。  new window
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