行動反思策略融入運動教育模式（ARSE）對學生學習表現之影響

Action-Reflection (AR) strategy integrated into Sport Education (SE) for influence of students' learning performance

10.6580/JTSP.202011_15(2).02

黃承暉(Chen-Hui Huang)；李宏文(Hung-Wen Li)；潘義祥(Yi-Hsiang Pan)

批判思考 ； 體育創新教學 ； 素養導向體育教學 ； 核心素養 ； critical thinking ； innovate teaching in physical education ； competence-based curriculum and teaching

臺灣運動教育學報

15卷2期（2020 / 11 / 01）

23 - 45

繁體中文

目的：本研究之研究目的一為探討行動反思策略融入運動教育模式課程（Action-Reflection strategy integrated into Sport Education, ARSE）對學生動作技能、比賽表現、責任行為和學習策略的學習效果；二為瞭解實施ARSE模式，教師教學與學生學習的經驗歷程。方法：2位國中體育教師為研究參與者，並從其任教的班級中隨機各抽取一班作為研究對象，兩班合計為55位（男性32位；女性23位；平均年齡為14.80±0.60）。本研究採用前實驗設計檢驗課程成效並輔以質性資料分析以了解師生課程經驗。量化資料蒐集工具有自陳量表、動作技能檢測、比賽表現評量工具，以相依樣本t考驗進行統計分析且計算其效果量。以教學日誌、學生學習單、聯絡簿、心得寫作等蒐集實驗課程執行期間師生的經驗，並利用歸納式主題分析法分析質性資料。結果：研究發現ARSE模式實施後對學生學習策略、技能表現與比賽表現皆有顯著提升，且能達到輕度至高度不等的效果量。從師生經驗歷程中發現學生能感受到正向的學習氣氛的產生、領導行為以及促進領導能力發展、學習動力的增長以及動作技能與比賽表現的提升，而教師則認為實施ARSE模式能促進教學專業成長。結論：行動反思融入運動教育模式是一種符合當代教育趨勢的素養導向體育教學，能使學生在認知、情意、技能與行為上獲得全面性成長。

Purpose: The first purpose of this study was to examine the learning effects of Action-Refleciton (AR) strategy integrated into Sport Education (SE) for basketball skill, games performance, personal and social responsibility and learning strategy in physical education. The second purpose was to investigate the experiences of teachers and students in ARSE model. Method: Students of two classes from different junior high schools in Northern Taiwan were recruited as participants (n=55, average age=14.80 ± 0.60). Pre-experiment design was adopted in this study, and used qualitative method to investigate experience of process at same time. ＂Basketball Skill Test, Games Performance Assessment Instrument (GPAI) and Learning Strategies Scale of Physical Education＂ were used for pre- and post-test. The quantitative data used paired sample t-test as statistical analysis method. The qualitative was collected through teaching journal, reflection journal, communication book and review of program. this quantitative data was analyzed through inductive thematic analysis. Result: The findings of the results indicated ＂ARSE＂ model had significant learning effects for the basketball skill, game performance, and learning strategy in physical education. In experience of process, Students felt positive learning atmosphere, learning motivation, learning performance and leadership improvement. Teacher's teaching ability was improved in Teacher's opinion. Conclusion: The ＂ARSE＂ model could improve learning effects in physical education. It is a good curriculum and teaching model which could be used in physical education.

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