不同教學策略對籃球選修課程大學生學習動機之影響

The Influence of Different Teaching Strategies on College Students' Learning Motivation in Basketball Courses

10.6580/JTSP.201911_14(2).03

高俊傑(Chun-Chieh Kao)；羅玉枝(Yu-Jy Luo)；廖俊欽(Chun-Chin Liao)；郭國隆(Kuo-Lung Kou)

小組遊戲競賽法 ； 運動教育模式 ； 課程 ； Teams-Games-Tournament ； sport education model ； curriculum

臺灣運動教育學報

14卷2期（2019 / 11 / 01）

43 - 57

繁體中文

目的：旨在探討小組遊戲競賽法、運動教育模式與直接教學法對學習動機之影響。方法：採準實驗設計中之不等組前測－後測設計，選取三個籃球選修班級進行研究，實驗A組施予小組遊戲競賽法，實驗B組施予運動教育模式，控制組則採直接教學方式，並以學習動機量表做為研究工具，經過10週教學介入後，以單因子變異數分析進行探討。結果：發現小組遊戲競賽法與運動教育模式在學習動機總表與分量表「喜愛」、「投入」、「勝任」等變項皆顯著優於直接教學法學生。結論：在經10週教學策略執行後，兩組實驗組課程方案對於學生在學習動機層面有增進之現象，建議未來體育課程能嘗試採用小組遊戲競賽法或運動教育模式進行，強化學生學習動機發展。

Purpose: This paper aims to explore influences to learning motivations based on teams-games-tournament, sport education model, and direct instruction. Methods: It adopts the nonequivalent pretest-post-test quasi-experimental design to select three elective basketball courses. Team A uses teams-games-tournament, Team B adopts sport education model, while control group takes on the direct instruction. Learning motivation chart is used as research tool. After 10 weeks of teaching intervention, the paper analyzes the results via one-way ANOVA. Results: Teams-Games-Tournament and sport education model demonstrate significances on enjoyment, devotion, and competence than students in the control group. Conclusions: After 10 weeks of teaching intervention, two experimental groups show improvement regarding learning motivation. It is suggested that Teams-Games-Tournament or sport education model to be applied in physical education in the future to increase learning motivation development.

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