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

The Effects of Different Teaching Methods of Basketball Game Activities on High School Students' Critical Thinking

10.6580/JTSP.2008.3(1).03

羅玉枝(Yu-Jy Luo)

合作學習教學法 ； 直接教學法 ； 批判思考 ； 籃球競賽活動 ； Cooperative Learning ； Direct Teaching ； Critical Thinking ； Basketball Game Activity

臺灣運動教育學報

3卷1期（2008 / 05 / 01）

35 - 50

繁體中文

本研究透過籃球競賽遊戲，瞭解體育活動運用合作學習教學法與直接教學法進行高中學生的批判思考之比較。因此，本研究目的是透過不同教學方法與性別來檢視籃球競賽活動對高中生批判思考成績差異的情形，並使用不同教學方法在籃球活動批判思考成績之前測、後測以及追蹤測驗進步的情形。本研究以高中三年級學生為教學實驗之研究對象，以立意抽樣選擇大臺北地區某高中體育課共計81位學生（男性51位，女性30位），其中合作學習組41位學生包含男性29位， 女性12位，直接教學組40位包含男性22位，女性18位。本研究採準實驗設計之未隨機化控制組前測、後測與追蹤測驗設計，其中前10週為實驗期，後5週為追蹤觀察期，共計實施15週教學實驗研究，並對研究對象施於批判思考測驗－第一級。本研究之統計方法以三因數重複量數變異數分析及獨立樣本二因數變異數分析，研究結果發現；使用合作學習教學法的學生在假設辨認、歸納與批判思考的成績顯著高於直接教學法的學生，性別則無顯著差異情形存在。另外，相較於直接教學法的學生，在批判思考成績上，合作學習教學法在假設辨認、演譯與批判思考成績在後測與追蹤測驗有顯著上升現象。因此，學生批判思考成績之差異與合作學習教學法之間有關聯。本研究僅僅以批判思考來解釋籃球競賽情境中的競賽表現之意義，可能是不足夠的，雖然批判思考假說在解釋籃球競賽表現是合理性，但是這種假說應用在籃球競賽表現為檢驗工具關係上可能相當複雜。

This research is to understand the difference between cooperative learning and direct teaching methods which affect students' critical thinking by discussing the basketball game activities. Therefore, the purpose of this study is to explore the critical thinking among high school students in basketball game activities who may be affected by different teaching methods and gender. It is analyzed by the pre-test, post-test, and the follow-up test. Eighty-one senior students in high school selected from Taipei including 51 males and 30 females are the main target of this research. Forty-one students are in the group of the Cooperative Learning including 29 males and 12 females, and forty students are in the group of Direct Teaching including 22 males and 18 females. The method of research is non-random control on the pre-test, the post-test and the follow-up test. This research lasts for fifteen weeks: the first 10 weeks for experiment and the last 5 weeks for observation. The Critical Thinking Test -Level I is conducted on the targeted students'. The statistic methods used in the research are three-way repeated measurement and independent sample two-way ANOVA. The findings are as follows: The students in the group of Cooperative Learning have much higher scores than the students in the group of direct teaching on the recognition of assumptions, induction, and critical thinking in basketball games, and there is no difference between different genders in critical thinking. In addition, compared with the students in the group of Direct Teaching, the students in the group of Cooperative Learning have a significant increase on recognition of assumptions, deduction, and critical thinking from pre-test to post-test and follow-up test. The results revealed a relationship between the teaching methods of Cooperative Learning and the students' critical thinking. However, only the critical thinking used to explain the students' performance in the basketball games is in sufficient. Although the hypothesis of the students' critical thinking is reasonable to explain basketball game performance, it would be too complex to be applied in the basketball game performance to examine this principle.

1. 葉玉珠（2005）。批判思考測驗第一級。2005年12 月26 日取自國立政治大學師資培育中心葉玉珠教授個人網站http://www3.nccu.edu.tw/~ycyeh/_private/13CTT-II-30﹪202004.pdf
2. 曾志朗（2000）。新世紀教育風貌－網路人、創意人、文明人。聯合報，2000 年1月5 日，第15 版。
3. 國民中小學九年一貫課程與教學網站(2007)。基本能力 [On-line]。 取自http://teach.eje.edu.tw/C-learn/C-main-frame.htm。
4. 林清江（1998）。國民教育九年一貫課程規劃專案報告。取自http://edu.tw/minister/tch9plc/9yc.htm
5. Ausubel, D. P.(1968).Educational psychology: A cognitive view.New York:Holt, Rinehart & Winton.
6. Baron, J. B.(Ed.),Sternberg, R. J.(Ed.)(1987).Teaching Thinking Skills: Theory and Practice.New York:Freeman.
7. Blitzer, L.(1995).It's a gym class...what is there to think about ?.Journal of Physical education, Recreation, and Dance,66(6),44-48.
8. Cleland, F.,Pearse, C.(1995).Critical thinking in physical education reflections on a yearlong study.Journal of Physical Education, Recreation, and Dance,66(6),31-38.
9. Downing, J. H.,Lander, J. E.(1997).Fostering critical thinking through interdisciplinary cooperation: Integrating secondary level physics into a weight training unit.NASSP Bulletin,81(591),85-94.
10. Hannon, J.,Ratliffe, T.(2004).Cooperative Learning in Physical Education: Ideas For Teaching Health Related Fitness.Strategies,17(5),29-32.
11. Johnson, D. W.,Johnson, R. T.(1993).Learning together and alone.Needham Heights, MA:Allyn and Bacon.
12. Johnson, R. T.,Johnson, D. W.(1994).Learning together and alone: Cooperative, competitive, and individualistic Iearning.Boston:Allyn & Bacon.
13. McBride, R. E.(1999).If you structure it, they will learn it: Critical thinking in physical education classes.The cleaning House,72(4),217-220.
14. McBride, R. E.(1992).Critical thinking-An overview with implications for physical education.Journal of Teaching in physical Education,11,112-125.
15. McHale(2002).Cooperative learning in an elementary physical education program.The Journal of Physical Education, Recreation & Dance,73(7),20.
16. Murray, J.(1994).The teaching portfolio : the department chairperson's role in creating a climate of teaching excellence.Annual International Conference for Community College Chairs, Deans, and Other Instructional Leaders 3rd,Phoenix, AZ.:
17. National Association for Sport & Physical Education(1995).Moving into the future, National standards for physical education.Drive, Resotn, VA:MaGraw-Hill.
18. Paul, R. W.(1990).Critical thinking :What every person needs to survive in a rapidly Changing world.CA:Sonoma State University.
19. Schwarger, S.,Labate, C.(1993).Teaching for critical thinking in physical education.Journal of Physical Education, Recreation and Dance,64(5),24-26.
20. Singer, R. N.(1982).The learning of motor skills.New York:MacMillan.
21. Slavin, R. E.(1995).Cooperative learning : theory, research, and practice.Englewood Cliffs, NJ:Prentice-Hall.
22. Slavin, R. E.(1990).Cooperative learning : theory, research, and practice.Englewood Cliffs, NJ:Prentice-Hall.
23. Vygotsky, L. S.(1978).Mind in Society.Cambridge. MA:Harvard University Press.
24. Wood. A. M.,Book, C.(1995).Critical thinking in middle physical education.Journal of Physical Education, Recreation, and Dance,66(6),39-43.
25. 杜紹萍(1999)。碩士論文(碩士論文)。嘉義縣，國立中正大學。
26. 周建智(2005)。,行政院國家科學委員會。
27. 林信宏(2006)。碩士論文(碩士論文)。桃園縣，國立體育學院。
28. 林錚(2007)。碩士論文(碩士論文)。桃園縣，國立體育學院。
29. 林錚、周建智(2006)。將概念構圖融入體育教學。大專體育，91(8)，8-15。
30. 張金淑(1990)。碩士論文(碩士論文)。臺北市，國立政治大學。
31. 陳佩雯(2004)。碩士論文(碩士論文)。臺北市，臺北市立師範學院。
32. 陳密桃(1993)。師範生批判思考的相關因素及其教學效果之分析研究。教育學刊，10，105-158。
33. 陳銘偉(2004)。碩士論文(碩士論文)。桃園縣，中原大學。
34. 陳麗華(1989)。國小社會科批判思考教學的省思。現代教育，7(15)，121-135。
35. 葉玉珠(2003)。智能與批判思考。國立中山大學社會學季刊，2(1)，1-28。
36. 臧俊維(2000)。碩士論文(碩士論文)。高雄市，國立高雄師範大學。
37. 劉曜源(1999)。國小學生問題解決能力之探討。國教天地，136，24-29。

1. 闕月清、林彥伶(2012)。單元性體育課程在國中「健康與體育學習領域」實施現況之個案研究。臺灣運動教育學報，7(2)，41-58。
2. 張思敏、涂馨友、周建智(2014)。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。體育學報，47(2)，291-302。
3. 鄭家惠、周建智(2010)。在體育課中發展學生運動競賽的決策能力模式。中華體育季刊，24(4)，138-151。
4. 周建智(2011)。動作學習歷程前決策與後決策階段中批判思考的中介角色。體育學報，44(4)，495-510。