林文郎Lin, Wen-Lang2017-02-222025-07-302017-02-222017-02-22https://ir.ntus.edu.tw/handle/987654321/70478學位類別：碩士校院名稱：國立臺灣體育學院系所名稱：體育研究所畢業學年度：93年論文頁數：125頁　　本研究在探討體適能教育模式對學童學習成效及體適能水準之影響情形。以台南縣正新國小六年四班30名學生為研究對象，透過行動研究法與觀察法，得到教師教學日誌、訪談、學生學習單、媒體紀錄、會議記錄等文件，以三角檢核法，檢核校正資料之確實性與一致性，並經過認知、技能的測驗及滿意度、運動態度及體育課態度等量表的施測，以描述性統計及t檢定來檢視教學前後認知技能學習及體育課態度和運動態度變化的情形。所得結果如下： 一、在體適能的測驗中，BMI、屈膝仰臥起坐、立定跳遠及800公尺跑走成績皆達顯著差異(P<.05)。坐姿體前彎成績有進步，但無顯著差異(P=.054>.05)。 二、在認知的學習成效評量中，各單元教學前後皆達顯著差異(P<.05)。 三、在體育課態度方面，在「認知」、「情感」及「行為傾向」皆無顯著差異，但整體的「行為傾向」態度偏低。 四、在動作技能的學習成效評量中，各單元在教學後皆有大幅度的進步。 五、在學生體育課滿意度方面，學生對「場地器材」與「學校行政」上滿意度較低。　　The purpose of this study were to examine the physical fitness education model and analyze its influences on the ability of the students to learning effects and their level in physical fitness . By six grade 30 students as research objects from Tainan's Cheng Hsing Elementary School. The research methods of action research and observation law were used as follows:daily instruction journal , interview sessions , student records , published journals , minutes of meeting and other relevant documents.By using the triangle examination method . Examine the nuclear reliability and consistency of correcting the materials. And through the test of cognitive,psychomotor and the constructing examining of the satisfaction , movement attitude and physical education attitude . These were done for the purpose of descriptive statistics and T-test to appraise the situation of changes for cognitive and psychomotor, and the physical education attitude , and movement attitude before and after teaching . The results obtained are as follows: 1.In the test of physical fitness , BMI , flexed leg sit up , standing broad jump and 800m jog-walk were statistically significant (P<.05) . The result of sit and reach has the progress , but not reveals the difference.(P=.054>.05) 2.In the learning effects commenting of cognitive, every unit all reaches the difference before and after the teaching process. 3.In the physical education attitude , there were no significant differences in "cognition" , "emotion" and "behavior tendency" , before and after the teaching process . On the aspect of Scale , "cognition" is the highest , and then , in sequence , "emotion" , and"behavior tendency". 4.In the learning effects commenting of psychomotor, every unit all reaches the difference before and after the teaching process. 5.The student’s satisfaction of physical education was high . But the satisfaction of"the location equipment" and "the school administration" were lower .目　次 第一章　緒論 　第一節　研究動機…………………………………………………1 　第二節　研究目的…………………………………………………3 　第三節　研究問題…………………………………………………3 　第四節　研究範圍…………………………………………………4 　第五節　研究限制…………………………………………………4 　第六節　名詞解釋…………………………………………………5 第二章　文獻探討 　第一節　各國小學體育課程比較…………………………………6 　第二節　體育課程模式……………………………………………9 　第三節　體適能教育模式之相關研究……………………………16 　第四節　行動研究理論與設計……………………………………19 　第五節　體育教學學習成效之相關研究…………………………28 　第六節　本章結論…………………………………………………30 第三章　研究方法 　第一節　研究設計…………………………………………………32 　第二節　研究情境…………………………………………………32 　第三節　研究步驟…………………………………………………33 　第四節　研究工具…………………………………………………35 　第五節　教學課程架構……………………………………………37 　第六節　課程教學設計……………………………………………39 　第七節　體適能測驗流程…………………………………………46 　第八節　資料蒐集分析……………………………………………50 第四章　教學與教師的反省歷程 　第一節　教學反省歷程……………………………………………55 　第二節　教師反省歷程……………………………………………59 　第三節　結論………………………………………………………67 第五章　結果與討論 　第一節　協同研究者會議…………………………………………72 　第二節　學習成效評量結果………………………………………74 　第三節　三角檢核之交叉分析……………………………………84 　第四節　研究者的省思……………………………………………92 　第五節　結論………………………………………………………98 第六章　結論與建議 　第一節　結論………………………………………………………99 　第二節　建議………………………………………………………100 參考文獻………………………………………………………………1041124329 bytesapplication/pdf學習成效;體適能教育模式;行動研究Physical Fitness Education Model;Learning Effects;Action Researchthesis