教師口語回饋對高低能力學生籃球精熟學習的影響

Effects of Teacher Feedback on Mastering Learning during Different Ability on Basketball Performance

10.7074/YDAJB.201012.0105

吳家碧(Chia-Pi Wu)

教師口語回饋 ； 精熟學習 ； 籃球 ； Teacher Feedback ； Mastering Learning ； Basketball

育達科大學報

25期（2010 / 12 / 01）

105 - 116

繁體中文

目的：探討教師口語回饋對高低能力學生籃球精熟學習的影響。本研究以隨機抽取籃球選修課大學生二個班共80人為研究對象。方法：為實驗研究法，是以2×2的隨機因子設計交互分析。結果：學生在教師口語回饋的精熟學習情境下，學習成效遠超過精熟學習情境。高能力學生的學習成效顯著的超越低能力的學習成效。另外，學生在教師口語回饋的精熟學習情境下，高能力學生的學習成效顯著的超越低能力的學習成效。然而，學生僅在精熟學習情境下，高能力學生與低能力的學生在學習成效上並未有顯著的差異存在。結論：本研究結果發現教師口語回饋的精熟學習在籃球動作的學習成效上優於精熟學習。未來教師在精熟學習的情境下，提供教師回饋是一條有效的籃球動作學習途徑。

Purpose: To examine the effects of teacher feedback on mastering learning during different ability on basketball performance. Methods: The study was an experimental research with a 2×2 factorial design. The total 80 college students, classified as high and low ability, were randomly assigned to treatment. After students completed 10 weeks basketball lesson, a skill performance posttest was delivered. Results: Students working teacher feedback with mastering learning treatment significantly outscored those on only mastering learning treatment. On ability factor, high ability students condition were significantly outscored than those low ability student condition. In the interaction condition, the group working teacher feedback with mastering learning treatment, high ability students condition were significantly outscored than those low ability student condition. However, the group working mastering learning treatment, high ability students and low ability students were not reach a significant differences on the performance posttest. Conclusions: Students working teacher feedback with mastering learning treatment significantly outscored those only on mastering learning. The implication for teacher feedback with mastering learning condition was a better way for basketball learning.

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