電腦模擬健康體適能教學對學生創造力與學科教學知識的影響

Effects of Computer Simulation in Health-Related Physical Fitness Teaching on Creativity and Pedagogical Content Knowledge in Students

10.5297/ser.202106_23(2).0002

黃美瑤(Mei-Yao Huang)；涂馨友(Hsin-Yu Tu)；盧俊宏(Frank Jing-Horng Lu)；林信宏(Hsin-Hung Lin)；周建智(Chien-Chih Chou)

體育 ； 師資培育 ； 交互作用 ； physical education ； teacher education ； interaction

大專體育學刊

23卷2期（2021 / 06 / 30）

117 - 133

繁體中文;英文

本研究目的為探討電腦模擬健康體適能教學對體育師資培育學生之創造力與知覺體育學科教學知識的影響。以選修健康體適能教育課程的86位學生為研究對象，其中44位學生參與電腦模擬健康體適能教學為實驗組，42位學生參與講述教學活動為控制組。教學實驗為期16週的教學介入，介入前後施予創造思考能力與知覺體育學科教學知識量表作為前後測。研究結果發現：創造思考能力與知覺體育學科教學知識在不同組別與測驗上皆存在顯著交互作用的效果，僅實驗組在創造思考能力的各變項上顯著高於控制組，而2組在知覺體育學科教學知識具顯著差異。另外，實驗組體育師資培育生在創造思考能力與知覺體育學科教學知識後測成績顯著優於前測，控制組體育師資培育生的語文創造思考之變通力後測分數顯著優於前測。本研究結論驗證電腦模擬應用於健康體適能學習可以促進體育師資培育學生之創造思考能力與知覺體育學科教學知識。因此，研究建議可運用電腦模擬於教學現場，將可能遇到的情況，讓學習者預先設計創意、執行、區辨、評估與發展出不同的健康體適能課程與教學之學習歷程。

The purpose of this study was to examine the effects of a computer simulation program for teaching health-related physical fitness on physical education teacher education (PETE) students' creativity and pedagogical content knowledge. Eighty-six PETE students participated in this program. Forty-four students were assigned into a computer simulation program for teaching health-related physical fitness class as an experimental group. Forty-two students were assigned to a direct teaching class as a control group. Sixteen weeks of a computer simulation program for teaching health-related physical fitness was implemented. All participants completed the new test of creativity assessment and scale of pedagogical content knowledge before and after the intervention. The results indicated significant group × time interactions on creative thinking ability and pedagogical content knowledge, and the experimental group participants' creative thinking ability performed significantly better scores than the control on the variables. However, there was no significant difference between 2 groups. Also, the participants in the experimental group achieved significantly higher scores on the post-test of creativity and pedagogical content knowledge than n the pre-test, while the participants in the control group only demonstrated significantly better scores on the post-test of verbal flexibility of creativity than the pre-test. We conclude that the computer simulation in teaching health-related physical fitness program could enhance creative thinking ability and pedagogical content knowledge in physical education. Therefore, this program may be employed on the spot teaching, when they encounter difficulties, allowing learners to pre-design creativity, then execute, identify, evaluate and develop different learning experiences in teaching health-related fitness program.

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