命令式與互惠式運用於籃球教學效果之研究

A Case Study of Basketball Teaching Effect among Mosston's Command and Reciprocal Styles

10.29534/JBSTSPES.201003.0002

李興隆(Sung-Lung Lee)

體育教學光譜 ； 籃球 ； 教學效果 ； teaching spectrum ； basketball ； teaching effect

海峽兩岸體育研究學報

4卷1期（2010 / 03 / 01）

15 - 24

繁體中文

本研究目的旨在驗證Mosston體育教學光譜所提出中命令式與互惠式兩種不同教學形式的教學成效，並探討對學生在動作技能發展上的差異情況。本研究方法採用準實驗研究法，以台灣北部某大學97學年度第一學期一年級61名學生爲研究對象，實施八週16節課的不同籃球教學後，將測得動作技能的前、後成績，進行統計分析，進行二種不同教學形式教學效果之差異情形之探討。本研究統計方法採用相依樣本t考驗、獨立樣本t考驗，所得結果如下：一、在命令式與互惠式教學後，兩組學生分別在動作技能前、後測成績具有顯著差異。二、互惠式教學在動作技能方面具顯著的學習成效。三、互惠式教學學習在籃球籃板球的學習成效顯著高於命令式學習。結論：經驗證互惠式教學方式在動作技能的學習成效優於命令式學習方式，因此，在大學體育興趣選項課程時，建議可多編排學生練習之型態課程。本研究可提供其他體育類型教學課程與活動編排之參考，以及後續研究之依據。

The purpose of this study was to compare the teaching effects on Mosston's two teaching styles (the command style and the reciprocal style), and to compare the teaching effect on the skill evaluation. The study was conducted with the quasi-experimental method. The subjects consisted of 61 students in two classes in the university at the north part of Taiwan. After 16 class basketball teaching during eight weeks, the quasi-experimental design used pretest, posttest of the skill evaluation development. All the data were used in discussion concerning the difference circumstances of the two teaching styles to teaching effects. The statistics methods used the dependent t-test, the independent t-test. The results are as follows: 1. After the two different teaching styles of the command style and the reciprocal style basketball teaching, all subjects showed significant differences in the subjective skill evaluation between pretest and posttest. 2. After the two teaching styles of the command style and the reciprocal style basketball teaching, all subjects showed significant differences in the skill evaluation. 3. The study effect studied in the basketball reboard in mutually beneficial the reciprocal style basketball teaching is higher than teaching apparently the command style. This research can offer the reference that teaching course of types and activity are graded of other sports, and the basis of follow-up study.

1. Beckett, K. D.(1990).The effect of two teaching styles on college student' achievement of selected physical education outcomes.Journal of Teaching in Physical Education,10,153-169.
2. Boyce, B. A.(1992).The effects of three styles of teaching on university students' motor performance.Journal of Teaching in Physical Education,11(4),389-401.
3. Goldberger, M.,Gerney, P.(1986).The effect of direct teaching styles on motor skill acquisition of fifth grade children.Research Quarterly for Exercise and Sport,57(3),215-219.
4. Mosston, M.(1992).Tug-of-war, no more: meeting teaching learning objectives using the spectrum of teaching styles.Journal of Physical Education, Recreation & Dance,63(1),27-31.
5. Mosston, M.,Ashworth, S.(1994).Teaching physical education.New York:Macmill College Publishing Company.
6. Siedentop, D.(1991).Developing teaching skills in physical education.Mountain View, CA:Mayfield Publish Company.
7. 周宏室(1995)。Mosston（摩斯登）體育教學光譜的理論與應用。台北市:師大書苑。
8. 周冠玲(2004)。碩士論文(碩士論文)。台東縣，國立台東大學。
9. 張定忠(1998)。碩士論文(碩士論文)。桃園縣，國立體育學院。
10. 張春興(1977)。心理學。台北市:東華書局。
11. 教育部(1997)。學校體育教材教法與評量。台北市:教育部。
12. 許義雄(2003)。遊戲式體育的種子。學校體育雙月刊，13(1)，114-128。
13. 許義雄編(1998)。運動教育與人文關懷─課程與教學篇（下）。台北市:師大書苑。
14. 郭生玉(2000)。心理與教育研究法。台北市:精華書局。
15. 陳玉枝(1994)。體育課學生行為分析。體育學報，20，111-122。
16. 陳昆泰(2003)。碩士論文(碩士論文)。台中市，台灣體育學院。

1. 蔡明昌、蔡承益、柳嘉玲(2018)。摩斯頓命令式及練習式教學對國小直排輪學習效果與保留效果之比較。嘉大體育健康休閒期刊，17(3)，30-41。
2. 藍孝勤、黃美瑤、呂遜雪(2010)。不同教學形式之太極拳教學授課時間模式分析。北體學報，19(2)，70-83。