合作式概念構圖教學對學童批判思考能力與動作技能之影響

The Effectiveness of Collaborative Concept Mapping on Critical Thinking Abilities and Movement Skills for the Fifth Grade Students

10.6222/pej.4702.201406.1211

涂馨友(Hsin-Yu Tu)；周建智(Chien-Chih Chou)；張思敏(Szu-Min Chang)

合作學習 ； 概念圖 ； 國小體育教學 ； 批判思考 ； 運動技能 ； cooperative learning ； concept map ； physical education instruction in elementary ； critical thinking abilities ； sport skills

體育學報

47卷2期（2014 / 06 / 01）

291 - 301

繁體中文

目的：本研究旨在探討合作式概念構圖體育教學對國小五年級學童批判思考能力與動作技能之影響。方法：研究採準實驗設計，以臺北市萬華區某國小五年級2個班級學童為研究對象，一班為合作式概念構圖體育教學組（實驗組：24人），另一班為傳統體育教學組（對照組：24人），進行為期12週每週2次、每次40分鐘之體育教學實驗，並在教學實驗之前後施以「運動批判思考能力」及「動作技能」之測驗，依據所得資料以單因子共變數、重複量數進行資料分析，統計顯著水準訂為α = .05。結果：實驗組學童在批判思考能力之「歸納」、「評鑑」及「動作技能」顯著優於對照組學童；實驗組在批判思考能力之「歸納」、「評鑑」及「動作技能」的後測優於前測，對照組在各變項之前後測皆未達顯著差異。結論：合作式概念構圖體育教學在提升學童批判思考能力與動作技能方面有部分的效益，建議體育教學者運用合作式概念構圖進行教學。

Purpose: The purpose of this research was to examine the effects of implementing collaborative concept mapping physical education instruction on the fifth grade students' critical thinking abilities in sport and movement skills. Methods: A quasi-experimental study was used in this research. Two classes of fifth grade students were selected as samples from an elementary school in Taipei City, Taiwan. Twenty-four subjects (n = 24) receiving the collaborative concept mapping physical education instruction were categorized into experimental group, and twenty-four subjects (n = 24) receiving traditional physical education instruction as comparable group. Both group met twice a week for 40 minutes per session with a duration of 12 weeks. Critical thinking abilities in sport and movement skills test were administered before and after the intervention. The SPSS for Windows 18.0 version was utilized to analyze all the data by One-way ANCOVA and repeated measures. The level of significance for acceptance or rejection for this study was set at the .05 level. Results: The results were made by the following: the experimental group had significant improvement on inductions, evaluation of argument when comparing with the comparable group. The pre- and post test scores of experimental group were significantly different on inductions, evaluation of argument and movement skills. Comparable group had no significantly difference on all critical thinking abilities and movement skills. Conclusion: the results of this study demonstrated that critical thinking abilities and movement skills were partly enhanced through the collaborative concept mapping physical education instruction.

1. 周建智、涂馨友(2009)。以合作式概念構圖發展學童運動學習。中華體育季刊，23(4)，117 -127。
   連結：
2. 徐岳聖(2008)。合作學習之 TGT 教學策略與籃球活動設計應用於思考訓練與技能表現：以國小高年級健體課為例。大專體育，95，17-24。
   連結：
3. 徐岳聖、林錚、周建智(2007)。探究合作學習與概念構圖策略介入桌球課對大學生批判性思考能力與桌球運動技術之影響。北體學報，15，67-80。
   連結：
4. 黃文成、胡崇偉、周建智、蘇詩媚(2010)。概念構圖對學童動作技能之影響。運動研究，19，119-130。
   連結：
5. 鄭麗媛(2008)。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，41，69-80。
   連結：
6. 鄭麗媛、李思賢、陳政友(2009)。合作學習與訊息回饋策略對修習健康與體育教材教法之學生學習成效的影響。健康促進與衛生教育學報，32，65-86。
   連結：
7. 羅玉枝(2008)。不同教學方法透過籃球競賽活動對高中學生批判思考的影響。臺灣運動教育學報，3(1)，35-50。
   連結：
8. American Alliance for Health、 Physical Education, Recreation, and Dance(1984).AAHPERD skills test manual: Basketball for boys and girls.Reston, VA:AAHPERD.
9. Arnheim, D. D.,Sinclair, W. A.(1979).The clumsy child: A program of motor therapy.St. Louis, MO:Mosby.
10. Ausubel, D.(1968).Educational psychology: a cognitive view.New York, NY:Holt, Rinehart, & Winston.
11. Cohen, J.(1988).Statistical power analysis for the behavioral science.New Jersey:Lawrence Erlbaum Associates.
12. Fitts, P. M.,Posner, M. I.(1967).Human performance.Belmont, CA:Brooks/Cole.
13. Gallenstein, N. L.(2005).Never too young for a concept map.Science Children,43(1),44-47.
14. Graham, G.,Holt, S. A.,hale, S. A.,Parker, M.(2004).Children Moving: A reflective approach to teaching physical education.Palo Alto, CA:Mayfield.
15. Johnson, R. T.,Johnson, D. W.(1994).Learning together and alone: Cooperative, competitive, and individualistic learning.Boston, MA:Allyn & Bacon.
16. McBride, R. E.(1999).If you structure it, they will learn it: Critical thinking in physical education.The Cleaning House,72,217-220.
17. Novak, J. D.,Gowin, D. B.(1984).Learning how to learn.Cambridge, London:Cambridge University Press.
18. Okebukola, P. A.(1992).Attaining meaningful learning of concepts in genetics and ecology: an examination of the potency of the concept-mapping technique.Journal of Research in Science Teaching,27(5),493-504.
19. Okebukola, P. A.,Jegede, O. J.(1989).Students' anxiety towards and perception of difficulty of some biological concepts under the concept-mapping heuristic.Research in Science and Technological Education,7,85-92.
20. Poolton, J. M.,Masters, R. S. W.,Maxwell, J. P.(2006).The influence of analogy learning on decision-making in table tennis: Evidence from behavioral data.Psychology of Sport and Exercise,7,677-688.
21. Rink, J. E.(2006).Teaching physical education for learning.New York:McGraw-Hill.
22. Roth, W. M.,Roychoudhury, A.(1993).The concept map as a tool for the collaborative construction of knowledge.Journal of Research in Science Teaching,30,503-534.
23. Singer, R. D.(1980).Motor learning and human performance.New York:Macmillan.
24. Tishman, S.,Perkins, D. N.(1995).Critical Thinking and Physical Education.Journal of Physical Education, Recreation, and Dance,66(6),24-30.
25. Vygotsky, L. S.(1978).Mind in Society.Cambridge, MA:Harvard University Press.
26. 江淑卿(2007)。從心智模式論點探討兒童邏輯推理能力之發展。臺北市立教育大學學報，38(1)，1-32。
27. 行政院國科會學委員會(2008)。行政院國家科學委員會專題研究成果報告行政院國家科學委員會專題研究成果報告,臺北市:作者。
28. 陳春蓮(2002)。在體育教學中涵養批判思考能力之探討。大專體育，62，100-106。
29. 葉玉珠(2003)。批判思考測驗─第一級指導手冊。臺北市:心理出版社。

1. 陳俊瑜,張佑誠,林如瀚,李雲翔(2021)。不同籃框高度與技能水準對學童投籃技能表現之影響。運動教練科學，64，17-26。
2. 黃美瑤、林錚、周建智、余雅婷(2016)。概念構圖教學對學童籃球技能與問題解決能力的影響。大專體育學刊，18(1)，27-40。
3. 盧俊宏,楊明蓁,涂馨友(2019)。體育課情境興趣量表中文化及信效度檢驗。體育學報，52(3)，389-404。
4. 盧秋如,蔡國權,黃美瑤,周建智(2019)。團隊中自我迷戀人格對社會懈怠之影響：合作學習的調節效應。大專體育學刊，21(2)，140-155。