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題名：同儕互動回饋策略在合作學習情境下對木球學習成效與動機之研究
書刊名：體育學報
作者：葉秀煌
作者(外文)：Yeh, Shiou-huang
出版日期：2011
卷期：44:1
頁次：頁131-144
主題關鍵詞：同儕；回饋；小組學習；Peer；Feedback；Group learning
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(13) 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:13
  • 共同引用共同引用:53
  • 點閱點閱:103
目的：探討同儕互動回饋策略在合作學習情境下對木球學習成效與學習動機之影響。本研究採立意取樣以健體學習領域第二階段六個班120學生爲研究對象。方法：爲實驗研究法，以2×3的隨機因子設計交互分析。本研究以隨機分派方式，將受試者分別接受同儕互動回饋及教師口語回饋二種不同實驗處理。以二因子共變異數分析與雪費的多層考驗比較方法來分析資料。結果：同儕互動回饋在木球學習成效上優於教師口語回饋。在能力因子方面，高能力的學生不因回饋型態相異皆能達到更好的學習成效。另外，對低能力的學生而言，無論同儕互動回饋或教師口語回饋皆能提升有效學習。在學習動機方面，兩種教學策略在合作學習環境下對學生學習動機皆達顯著水準，其後測成績皆優於前測成績。同儕互動回饋的教學情境對學生的學習動機表現顯著優於教師口語回饋。結論：同儕互動回饋配合合作學習策略運用對提升低能力的學生學習成效與學習動機上值得未來加強有效體育教學之參考。
Purpose: To examine the effects of peer interpersonal feedback strategies for achievement and motivation on woodball during cooperative learning condition. The participants of this study were 120 students from four to six-graders of domain of health and physical education. Methods: An experimental method with a 3x2 factorial design study. The participants were random assigned into two treatments (peer interpersonal feedback and teacher oral feedback). The data was analyzed by two-way ANCOVA and a following up test by Scheffe'. Results: The peer interpersonal feedback obviously is higher than that of the teacher oral feedback. In ability factor, Students working group in high ability significantly outscored than that of the other ability conditions. Furthermore, Students working group in heterogeneous (high and low in pairs) was more effective learning while in the peer interpersonal feedback or teacher oral feedback treatment. In the learning motivation aspect, two feedback strategies promote the higher learning motivation in the cooperative learning environment. The results also revealed that the peer interpersonal feedback obviously is higher than that of the teacher oral feedback. Conclusion: The peer interpersonal feedback with cooperative learning strategies to promote low ability students for achievement and learning motivation were an effective model for teaching in physical education.
期刊論文
1.簡桂彬(2009)。不同回饋方式對法式滾球動作表現品質之影響。海峽兩岸體育研究學報，3(2)，11-30。  延伸查詢new window
2.方正銘、卓俊伶(20081100)。動作表現與學習的帶寬回饋及年齡效應。臺灣運動心理學報，13，21-38。new window  延伸查詢new window
3.Kulik, C. C.、Kulik J. A.、Bangert-Drowns, R. L.(1990)。Effectiveness of feedback programs: A meta-analysis。Review of Educational Research，60，265-99。  new window
4.Lee, A. M.、Keh, N. C.、Magill, R. A.(1993)。Instruction effects of teacher feedback in physical education。Journal of Teaching in Physical Education，12，228-243。  new window
5.Wulf, G.、Shea, C. H.(2002)。Principles derivcd form the study of simple motor skills do not generalize to complex skill learning。Psychonomic Bulletin and Review，9，185-211。  new window
6.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
7.林信宏、黃美瑤、石國棟、周建智(20060300)。國小學童動作技能表現、運動技能概念與學習動機之關聯。大專體育學刊，8(1)，47-58。new window  延伸查詢new window
8.Tzetzis, G.、Votsis, E.、Kourtessis, T.(2008)。The effect of different corrective feedback methods on the outcome and self-confidence of young athletes。Journal of Sport Science and Medicine，7，371-378。  new window
9.洪新來(20070300)。獎勵結構與親和力在合作學習成效之研究。體育學報，40(1)，93-104。new window  延伸查詢new window
10.鄭麗媛(20080900)。合作學習與訊息策略運用對韻律體操動作技能學習成效之影響。體育學報，41(3)，69-79。new window  延伸查詢new window
11.Hooper, S.、Hannafin, M. J.(1988)。Cooperative CBI: The effects of heterogeneous versus homogeneous grouping on the learning of progressively complex concepts。Journal of Educational Computing Research，4(4)，413-424。  new window
12.Schunk, Dale H.(1991)。Self-efficacy and Academic Motivation。Educational Psychologist，26(3/4)，207-231。  new window
13.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
14.吳靜吉、程炳林(19930300)。國民中小學生學習動機、學習策略與學業成績之相關研究。國立政治大學學報，66(上冊)，13-39。  延伸查詢new window
15.Nicase, V.、Cogerino, G.、Fairclough, S.、Bcois, J.、Davis, K.(2007)。Teacher feedback and interactions in physical education: Effects of student gender and physical activities。European Physical Education Review，13(3)，319-337。  new window
16.Weiss, M. R.、Ebbeck, V.、Rose, D. J.(1992)。“Show and tell” in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance。Research Quarterly for Exercise and Sport，63，292-301。  new window
學位論文
1.李芳素(1998)。兒童動作模仿和口語策略的年齡差異研究(碩士論文)。國立臺灣師範大學。  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.趙明毅(2005)。精熟學習在合作學習情境下對大學生的技能學習成效與學習動機之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
圖書
1.Schmidt, R. A.、Wrisberg, C. A.(2004)。Motor learning and performance。Champaign, IL：Human Kinetics。  new window
2.Magill, R. A.(2003)。Motor learning and control: Concepts and applications。New York：Boston：McGraw-Hill。  new window
3.Siedentop, Daryl(1991)。Developing Teaching Skills in Physical Education。Mountain View, Calif.：Mayfield Publishing Company。  new window
4.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
5.Pintrich, P. R.、Smith, D. A.、Garcia, T.、Mckeachie, W. J.(1991)。The motivated strategies for learning questionnaire (MSLQ)。Ann Arbor, MI。  new window
6.McCullagh, P.、Weiss, M.(2001)。Modeling: Considerations for motor skill performance and psychological responses。Handbook of sport psychology。New York。  new window
其他
1.教育部(2003)。國民中小學九年一貫課程綱要，臺北市。  延伸查詢new window
圖書論文
1.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
2.van der Mars, H.(1989)。Basic recording tactics。Analyzing physical education and sport instruction。Champaign, IL：Human Kinetics。  new window
3.黃俊清(2003)。木球運動。2002年國際木球研習會報告書。台北市：木球協會。  延伸查詢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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