從翻轉教室觀點探討如何運用多媒體科技提升大專體育教學效能－以游泳課為例

邱文信; 莎麗娃; 陳羿揚

doi:10.3966/207332672020031701001

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从翻转教室观点探讨如何运用多媒体科技提升大专体育教学效能－以游泳课为例

The application of flipped classroom on improving college physical education teacher's teaching efficacy by using multimedia technology-the case of swimming class

邱文信(Wen-Hsin Chiu) ；莎丽娃(Sha Liwa) ；陈羿扬(Yi-Yang Chen)

华人运动生物力学期刊； 17 卷 1 期 (2020 / 03 / 01) ， P1 - 9

繁体中文 DOI： 10.3966/207332672020031701001

多媒体教材；游泳教学；动作技能；学习动机；认知理论； multimedia instruction ； swimming teaching ； motion skills ； learning motivation ； recognition theory

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摘要 │ 参考文献 (23) │ 被引用文献 (10) │ 国际计量

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Purpose: Watch the teaching material online over and over again but think actively about how to perform these skills. But what content is effective multimedia and how to interactive with students in flipped classroom? The study aims to attempts to integrate flipped classroom teaching model into physical education and in order to enhance learning motivation and effectiveness of students. Methods: We produced the power points which were associated with the skill analysis of breaststroke and butterfly before the curriculum started. We collect the data by the questionnaire of students' learning effect and how the students performed their swimming skill. Meanwhile, we also use the qualitative research to analyze both the students' opinion and teachers' introspection. Results: 1. The multimedia material including breaststroke and butterfly skill analysis was successfully completed and was provided for students with PowerPoint and films on the learning system. Over 90% students could finish the homework. 2. Based on the questionnaire data, over 94% students could figure out the important skill from the multimedia material and felt the structure could be helpful to their skill learning. But different level students had different learning effect. The learning effect of multimedia material between the breaststroke and butterfly was different. 3. The level of teaching methods, the satisfaction of curriculum and structure, learning instinctive and interesting, inside acquirement and curriculum experience writing were higher than the average of whole school curriculums. 4. Over 85% students could improve their swimming skill. The significant difference was that the times of students' discussion and interaction with teacher and classmates was getting increased. Conclusion: The Different level students had different effect by using multimedia material. The learning effect of multimedia material among different swimming styles was also different. It means that the content of multimedia material should be considered more details.

参考文献 ( 23 ) 〈TOP〉

郝永崴(2015)。翻转教室：谈学生看法。教育脉动，1，34-52。
连结：
高雁翎,张智惠(2008)。视觉系统的讯息觉察。大专体育，94，130-138。
连结：
Asiksoy, G.,Ozdamli, F.(2016).Flipped classroom adapted to the ARCS model of motivation and applied to a physics course.Eurasia journal of mathematics, Science and technology education,12(6),1589-1603.
Cheng, K. H.,Tsai, C. C.(2011).An investigation of Taiwan University students’ perceptions of online academic help seeking, and their web-based learning self-efficacy.The Internet and Higher Education,14,150-157.
Davies, R. S.,Dean, D. L.,Ball, N.(2013).Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course.Educational Technology Research and Development,61(4),563-580.

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