陳重佑;闕月清Chen, Chung-Yu;Que, Yueh-Ching2017-02-272025-07-302017-02-272017-02-27https://ir.ntus.edu.tw/handle/987654321/71262學位類別：碩士校院名稱：國立臺灣體育運動大學系所名稱：體育研究所學號：10001124畢業學年度：101年論文頁數：109頁　　本研究旨在探討理解式球類教學對國中學生心理需求與學習動機之影響，並比較理解式球類教學與一般技能取向教學在體育課運動參與之差異情形。研究的理解式球類教學組為國中八年級學生27名（實驗組：男生13名、女生14名），籃球一般（技能取向）教學組為同年級學生26名（控制組：男生14名、女生12名），在經過8節課的課程參與前後，均以心理需求滿意度量表及體育課動機型態量表分別蒐集實驗參與者的心理需求及參與動機型態的改變。實驗資料經2（組別）× 2（測驗）混合設計二因子變異數分析後（α = .05），結果顯示參與籃球理解式球類教學課程的學生，顯著提高了勝任感與關係感表現（p < .05）；而技能取向課程參與的學生，則降低了自主性與關係感的表現（p < .05）。另外，參與籃球理解式球類教學課程的學生，在內在動機與認同調節變項也均有顯著的提升（p < .05）。質性資料以學生學習回饋單及教師教學觀察記錄與理解式球類教學和心理需求之構念作為量化資料之引證與補足。理解式球類教學藉由修正式遊戲比賽方式，增加學生在參與中討論互動機會與樂趣感的獲得，促進了國中體育課程參與者之心理需求滿意度與體育課運動參與率的提升。根據質性資料的分析上，也可發現參與理解式球類教學的學生能夠主動參與課程活動，並樂於學習。　　This thesis is focusing on the training effects of Teaching Game for Understanding towards junior high school students and their learning motivation. We will compare the students who are trained by Teaching Game for Understanding with the training effects of Technical Sense students. In the research, the experimental group (Teaching Game for Understanding) is consisted of 27 eighth graders included 13 male and 14 female students; the control group (Tech Sense) is consisted of 26 eighth graders included 14 male and 12 female students. The period of the experiment is eight classes. After the classes, we collect the data on the change of students’ psychological needs and motivation by the psychological mediators and types of motivation. The research shows 2 (team) x 2 (testing) mexed design of two-way ANOVA (α = .05) has improved the competence and relatedness (p < .05) of the experimental group. In the other hand, the control group has deteriorated their competence and relatedness (p < .05). The experimental group has also improved their learning motivation and identified regulation (p < .05). Qualitative research method is based on the feedbacks from the students and the observation of teachers. Quantitative research method is based on Teaching Game for Understanding and students’ psychological needs. The Teaching Game for Understanding is that we adjust the rules and the way they play in order to fit their interests so that it increases their interaction and fulfills enjoyment. The Teaching Game for Understanding has promoted students psychological need satisfaction and participation in physical education. According to the data, experimental group are more aggressive and motivated in learning.目　次 第壹章　緒論 　第一節　問題背景…………………………………………………………01 　第二節　研究目的…………………………………………………………05 　第三節　名詞解釋…………………………………………………………06 　第四節　研究範圍與限制…………………………………………………08 　第五節　研究的重要性……………………………………………………09 第貳章　文獻探討 　第一節　理論基礎…………………………………………………………11 　第二節　自我決定論與體育教學…………………………………………15 　第三節　體育教學策略……………………………………………………20 　第四節　理解式球類教學…………………………………………………23 　第五節　理解式球類教學研究的效果……………………………………28 　第六節　小結………………………………………………………………31 第參章　研究方法 　第一節　研究架構…………………………………………………………34 　第二節　研究流程…………………………………………………………34 　第三節　研究參與者………………………………………………………37 　第四節　研究設計與教學設計……………………………………………39 　第五節　研究工具…………………………………………………………42 　第七節　資料處理…………………………………………………………45 第肆章　結果與討論 　第一節　心理需求滿意度的分析結果……………………………………46 　第二節　體育課動機型態的分析結果……………………………………52 　第三節　教學觀察與學習回饋資料分析…………………………………60 　第四節　綜合討論…………………………………………………………63 第伍章　結論與建議 　第一節　結論………………………………………………………………68 　第二節　建議………………………………………………………………68 參考文獻 　一、中文部分………………………………………………………………69 　二、英文部分………………………………………………………………70 　附錄…………………………………………………………………………751853171 bytesapplication/pdf體育教學策略;動機型態;自我決定理論strategy of physical education;type of motivation;self-determination theorythesis