翻轉教學融入不同類型體育課程之學習策略

Learning Strategies for Integrating Flipped Teaching Into Different Types of Physical Education Courses

10.6162/SRR.202103_(156).0001

張佑誠(You-Cheng Jhang)；陳子威(Tzu-Wei Chen)；林如瀚(Ju-Han Lin)

認知領域 ； 十二年國民基本教育課程綱要 ； 行動科技 ； cognitive domain ； curriculum guidelines of 12-year basic education ； mobile technology

大專體育

156期（2021 / 03 / 31）

1 - 9

繁體中文

翻轉教學的目的是引導學生在認知領域目標中能達到高層次思維的學習，特別是在體育教學領域中，教師與學者們藉由翻轉教學模式，積極嘗試不同學習策略的應用。尤其在教導不同運動項目時，策略的有效執行成了翻轉教學成功的關鍵因素。本文透過文獻回顧的方式，並以十二年國民基本教育課程綱要中挑戰、競爭、表現三類型運動之游泳、籃球、撞球、舞蹈4項課程為例，目的在討論翻轉教學融入不同類型體育課程之學習策略。本文所得結語為：一、在實施翻轉教學時，課前學習單可參考2012年Kirch提出的watch-summary-question（WSQ），能協助學生統整自身的學習思維，還能克服課前自主學習的問題。此外，在課堂中藉由行動科技的輔助，能增加課程活動內容的豐富性，促進學生達到高層次的認知模式。二、在挑戰類型運動，教師在課堂前或學習活動中，可藉由反思性的學習策略，提升學生對動作技巧的正確性，以強化技能的熟練度。三、在競爭類型運動，多數以球類為主，其學習內容涵蓋了技術與戰術，因此在課堂活動的安排是以小組討論方式進行，主要是增加同儕之間討論與溝通，共同構思攻守策略的運用。四、在表現類型運動，可在課堂中應用同儕互評的策略，讓學生經由觀察的方式，來啟發省思力與創造力，有利於提升展演的技巧。

In the context of physical education, the flipped teaching model can help students achieve cognitive domain goals by combining different learning strategies that guide them into high-level thinking. Effective implementation of strategies has become a key factor for success when teaching different sports. The purpose of this article is to conduct a literature review that explores learning strategies for integrating flipped teaching into physical education courses. Drawing from the curriculum guidelines of 12-year basic education, 4 different sports (swimming, basketball, pool, and dancing) in 3 varieties of sport activities (challenge, competition, and performance) are examined. We conclude that: (1) Students can refer to a pre-class study sheet as outlined in the watch-summary-question (WSQ) technique proposed by Kirch in 2012. This fosters autonomous learning and aids in integration of content. In addition, the use of mobile technology in the classroom can increase the richness of course activities and facilitate reaching a high-level cognitive model. (2) For challenge-based sport, skillful performance can be achieved through reflective strategies and correction of movement techniques. (3) For competition-based sport, group discussion activities are conducted in the classroom. Joint reflection among peers fosters a shared understanding of the use of offensive and defensive strategies. (4) In-class peer evaluation can be applied to instruction for performance-based sport. Inspiring creativity through observation and reflection is conducive to improving performance skills.

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