不同教學模式對桌球學習成效的影響

The Effect of Different Teaching Modes on Table Tennis Learning Effectiveness

莊哲偉(Che-Wei Chuang)；王鈞逸(Chun-Yi Wang)；張甄玲(Chen-Lin Chang)

桌球 ； 正拍 ； 反拍 ； table tennis ； forehand drive ； backhand drive

興大體育學刊

16期（2017 / 01 / 01）

37 - 47

繁體中文

目的：本研究之目的為探討傳統體育教學與體育數位教學兩種不同教學模式，對桌球運動紙筆測驗、反拍、正拍學習成效的影響。方法：隨機選取兩班興趣選項必修的桌球課程班級，並將其隨機分派為數位教學組(A班)及傳統教學組(D班)，每班學生60人，於期初進行正拍及反拍技能前測，期末進行正拍、反拍後測及紙筆測驗。結果：一、數位教學組不論是在反拍(t = 19.104，p＜.05)或正拍(t = 20.537，p＜.05)的後測成績皆顯著優於傳統教學組，而數位教學組的筆試成績也顯著優於傳統教學組(t = 17.433，p＜.05)。二、在數位教學組，反拍測驗部分，後測成績顯著優於前測成績(t = -89.407，p＜.05)，而在正拍測驗部分也有同樣的結果(t = -118.019，p＜.05)；在傳統教學組，反拍測驗後測成績同樣也是優於前測成績(t = -34.774，p＜.05)，而在正拍部分也有相同結果(t = -32.434，p＜.05)。結論：一、兩種教學法皆可提升學生對於桌球運動的正、反拍技能，而透過數位教學學習成效較佳。二、利用數位教學融入體育課程對於學生紙筆測驗成績有顯著提升。

Purpose: This study investigates how the two different teaching approaches, traditional P.E. teaching and P.E. e-learning, affect written tests, learning achievement of backhand drive and forehand drive. Method: Studnets of two classes who took table tennis as their compulsory subject were randomly selected and they were randomly grouped into e-learning of P.E. (Class A) and P.E. traditional teaching (Class D). There were 60 students in each group. In the beginning of the semester, a pretest of backhand and forehand drives were conducted; in the end of the semester, a posttest of written test, backhand and forehand drives were performed. Results: First of all, in terms of backhand drive (t = 19.104，p＜.05) and forehand drive (t = 20.537 ， p＜.05), group of e-learning's posttest performance was significantly better than group of traditional teaching. Second, for e-learning group, posttest performance of backhand drive (t = -89.407，p＜.05) was significantly better than pretest performance of backhand drive. The result was the same with forehand drive (t = -118.019，p＜.05). On the other hand, for group of traditional teaching, the posttest result of backhand drive was similarly better than pretest result of backhand drive (t = -34.774，p＜.05) and the same with the result of forehand drive test(t = -32.434，p＜.05). Conclusion: 1. It helps improve learning achievement of table tennis' backhand and forehand drives to integrate e-learning teaching approach into P.E. course. 2. Integrating e-learning teaching into P.E. course significantly improves students' written test result.

1. 張名安,陳五洲(2006)。網路服務在體育上的運用與發展。大專體育，82，41-48。
   連結：
2. 盧秋如,石國棟,陳嘉弘,何國龍(2006)。比較多媒體輔助教學與傳統教學對大學生學習動機之探討。北體學報，14，48-59。
   連結：
3. 藍孝勤,王炫智,陳五洲(2010)。多媒體輔助教學對大專生八式太極拳學習效果之影響。體育學報，43(3)，109-126。
   連結：
4. Bandura, A.(1977).Social Learning Theory.Englewood Cliffs, NJ:Prentice - Hall.
5. Eckrich, J.,Widule, C. J.,Shrader, R. A.,Maver, J.(1994).The effects of video observational training on video and live observational proficiency.Journal of Teaching in Physical Education,13,216-227.
6. Magill, R. A.(1989).Motor learning: Concepts and applications.Dubuque, IW:W. C. Brown.
7. Mayer, E.,Anderson, B.(1991).Animations need narrations: An experimental test of a dual-coding hypothesis.Journal of Educational Psychology,83(4),484-490.
8. Morrison, C.,Reeve, J.,Harrison, J.(1992).The effect of obstruction on the ability to qualitatively analyze and perform movement skills.Canadian Journal of Health Physical Education and Recreation,58(2),18-20.
9. Nicase, V.,Cogerino, G.,Fairclough, S.,Bcois, J.,Davis, K.(2007).Teacher feedback and interactions in physical education : Effects of student gender and physical activities.European Physical Education Review,13(3),319-337.
10. Silverman, S.(1997).Technology and physical education: Present, possibilities, and potential problems.Quest,49,306-314.
11. Stewart, M.,Collin, C.(1992).An interactive video tape program designed for preservice teacher education.Technology and Teacher Education Annual
12. Weiss, M. R.,Klint, K. A.(1987).Show and tell in the gymnasium : An investigation of investigation of developmental differences in feedback and verbal rehearsal of motor skills.Research Quarterly for Exercise and Sport,58(2),234-241.
13. 王炫智(2009)。桃園市，國立體育大學。
14. 王靜媺(2008)。新北市，輔仁大學。
15. 吳信昌(2005)。桃園市，國立體育大學。
16. 呂俊弘(2009)。桃園市，國立體育大學。
17. 林建豪,張世聰(2012)。體育教學與數位學習之應用。中華體育季刊，26(2)，259-270。
18. 教育部 (1999)。國民教育階段九年一貫課程健康與體育領域課程綱要。臺北市：作者。
19. 陳五洲(1994)。多媒體科技在體育教學上的應用。國民體育季刊，23(5)，103-109。
20. 黃清雲(1999)。新科技在體育之應用-理論與實踐。教學科技與媒體，46，2-12。
21. 黃碧月(2008)。運用多媒體教學策略於運動比賽表現成效之研究-以大學足球興趣選項課程為例。嘉大體育健康休閒期刊，7，1-12。
22. 廖婉如(2009)。臺北市，國立臺灣大學。
23. 蔡欣延,簡麗玲(2009)。練習式與理解式球類教學法之應用:以醒吾技術學院桌球課教學為例。大專體育學術專刊，98 年度，129-135。
24. 蔡耀宗(2004)。桃園市，國立體育大學。
25. 鄭明新(2010)。新北市，輔仁大學。
26. 盧秋如(2005)。臺北市，臺北市立大學。

1. 陳建彰(2022)。運動技術主觀評量新程序。臺灣體育學術研究，73，85-104。
2. 簡桂彬,楊正群(2023)。影像回饋教學對網球課程技能學習成效之影響。數位學習科技期刊，15(1)，88-109。
3. 連冠昱,莊哲偉,王李中羿(2022)。不同教學方法融入大專桌球課程對於職場共通職能的影響。臺灣運動教育學報，17(1)，27-44。
4. 謝沛蓁,劉記帆,莊哲偉(2020)。運動教育模式融入大專桌球教學對於課程滿意度與學習成效之差異。交大體育學刊，16，1-12。
5. 楊育寧、莊哲偉(2018)。數位學習對桌球正手下旋拉球及反拍下旋切球學習成效之影響。臺灣運動教育學報，13(2)，55-69。