Publication:

理解式球類教學對國小六年級學生躲避球學習效果之研究

本研究旨在探討理解式教學對國小六年級學生躲避球學習效果以擲準為主要觀察變項。研究以立意抽樣方式選取男女生共48位國小學童為研究對象。為求研究之信、效度，以Pearson積差相關進行受測前後之信度。研究之效度，以啟明國小六年級學生，在不同距離（6、8、10公尺）擲準之差異比較，以Cronbach’s α值來觀測。讓研究者、授課教師與實驗參加者了解運動比賽或遊戲的行為表現。顯著考驗P<.05。分析軟體以SPSS 12.0 for Windows版統計。研究結果為：（一）躲避球的擲準教學中理解式教學比傳統式教學更有效。（二）對於教學的成效不同性別是有差異的（p＝.001<.05）。（三）不同距離的躲避球的擲準教學，以6公尺（p＝.014<.05）最有效，太遠8公尺（p＝.075>.05）及太近4公尺（p＝.065>.05）並不能顯現其差異。結論：理解式的球類教學比傳統式的球類教學更能使學童清楚且明瞭如何能把擲準做得更好，能使教學效果達到顯著，最終而能達成教學相長的終極目標。本研究發現可供國小體育教師在體育教學上做參考，進而對理解式教學法做更深入的研究。

This study intended to explore the dodge ball learning effect among sixth graders of elementary school, and that taking accuracy as a major observing variable. By purposive sampling, totally 48 pupils were chosen as subjects. After conducting the Pearson’s product-moment correlation in pre and post tests, the validity and reliability of the study were. For validity checking, the sixth graders of the Chi-Ming Elementary School, Miaoli County of central Taiwan, were asked to demonstrate their 6, 8, and 10 meter dodge ball throwing accuracy. The results were then compared by Cronbach α values. This way, the researcher, teachers and subjects were able to understand the performance of each player in competitive sports or games. The results were further analyzed with SPSS 12.0 for Window edition, and P<0.05 are rated as significant. And the results are as follows:

(1) Teaching games for understanding are more efficient than that of traditional teaching methods.

(2) Gender counts in terms of teaching efficiency（p＝.001<.05）.

(3) For different distances in dodge ball accuracy teaching, that 6 meter mark is among the most efficient. On the contrary, the results for both 4 meters (too short) and 8 meters (too far) show no difference. The conclusion on this study, by using the teaching games for understanding, students are able to understand how to get better accuracy than that of traditional methods. Furthermore, teaching efficiency is more profound, too, and in the end it can realize the goal－teaching benefits teachers as well as students. It is hope that the findings derived from this study can be a reference for elementary school physical education and encourage further study in the field of teaching games for understanding.