Publication:

合作學習介入國中體育跳繩教學之人際關係研究

本研究旨在探討合作學習介入國中體育跳繩教學之人際關係研究，研究參與者為國中學生兩班，分成實驗組34人合作學習法、對照組32人傳統教學法共66人。研究工具包含人際關係問卷調查（黃素玲，2008）、跳繩運動能力量測驗表。研究方法，分別為獨立樣本t檢定與相依樣本t檢定進行受測前後之差異比較，以統計軟體SPSS for Windows 12.0中文版進行統計分析。研究結果，實驗組在「同儕關係」、「師生關係」2個構面上，前、後測有顯著差異(t = -2.10、-2.04、p <.05)；在不同跳繩教學法在不同性別間之前、後師生關係、同儕關係與家人關係的差異變化，男生之「同儕關係」與「師生關係」平均數有較明顯進步(-4.53、-4.53)，但男生與女生其測得的分數皆未顯著差異(p >.05)；不同跳繩教學法後兩組別之人際關係差異，在「師生關係」構面上有顯著差異，合作學習法的所測得的「師生關係」前、後測平均數有明顯之進步（實驗組38.3、對照組32.1、p <.05）。結論：合作學習教學法比傳統教學法在體育跳繩教學中，能增進人際關係中的同儕關係與師生關係。

This study aimed to explore the cooperative learning intervention in the sport of skipping teaching interpersonal relationship, the study participants for the two classes of junior high school students, it ahs 66 students for this study, divided into 34 experimental group for cooperative learning and 32 students in traditional teaching as control group. The research tools include interpersonal survey (Huang Suling, 2008), jump rope strength test table. Research methods, respectively, independent sample t test with paired samples t test subjects before and after differences, the statistical software SPSS for Windows 12.0 Chinese version for statistical analysis. Findings, the experimental group before the peer relationships, teacher-student relationship 2 - dimension of the post-test significantly different (t = -2.10, -2.04, p <.05); in different skipping teaching different genders, after the teacher-student relationship, the differences in peer relationships and family relationships change, the boys of "peer relationship" with the teacher-student relationship, "the average number of significant progress (-4.53, -4.53), but the boys and girls scores measured Jiewei significant difference (p> .05); two groups in different skipping teaching interpersonal differences, significant differences in the teacher-student relationship "dimension of the cooperative learning method measured teacher-student relationship "before and after the measured average number of obvious progress (experimental group 38.3, control group 32.1, p <.05). Conclusion: The cooperative learning comapared to traditional teaching methods in the teaching of sports skipping can enhance the relationships of peer relationships and teacher-student relationship. This study as a reference for teachers in physical education teaching, and thus more in-depth study of the use of cooperative learning and skipping equipment.