資訊科技結合後設認知策略融入國小桌球教學之成效研究

A Study of Integrating Metacognitive Strategy and Information Technology into Physical Education on the Learning Effectiveness of Table Tennis Skills

10.6137/RECT.201812_119.0003

洪祥偉(Hung, Shiang-Wei)；陳五洲(Chen, Wu-Chou)

平板電腦 ； 行動學習 ； 桌球 ； 動作技能學習 ； 資訊科技融入教學 ； Tablet PC ； Mobile learning ； Table tennis ； Motor skill learning ； Integrating information technologies into instruction

教育傳播與科技研究

119期（2018 / 12 / 31）

33 - 45

繁體中文

本研究探討資訊科技結合後設認知策略，在國小桌球課程中對學生動作技能表現之影響。研究對象為臺北市某國小三年級三個班級學生，共84人。三班隨機分配至「一般教學」組與兩組輔具組（「液晶電視」組、「平板電腦+液晶電視」組），進行兩週四節課程教學。研究工具為技能評量表、後設認知問卷與認知負荷量表。研究結果發現「平板電腦+液晶電視」組學習成效與後設認知能力顯著優於「一般教學」組；「平板電腦+液晶電視」組的認知負荷顯著低於「一般教學」組。

This study was to explore the impact of integrating metacognitive strategies with information technology on learning table tennis. The participants included three classes (N = 84) from an elementary school in Taipei. They were randomly assigned into one of the three groups: the tradition education (TE), Television (TV) and Tablet PC plus TV (TTV). All the students received the treatments four times within two weeks. The instruments included the table tennis skill evaluation table, the metacognitive awareness questionnaire, and the cognitive load scale. The results showed that the TTV group showed significantly higher scores on skill performance and metacognitive strategies than the TE group. The TTV group also had lower cognitive load than the TE group.

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