查詢結果分析
來源資料
相關文獻
- 理解式球類教學法與ARCS動機模式之融合應用對學習動機之影響
- 大學生球類運動體育課程學習動機之差異影響
- 以指定與自定目標的形式驗證運動中目標設定的論戰--兼論目標過程中之自我效能、滿足感與努力度
- Total Quality Management: The Key to Business Improvement
- 不同待遇類型與待遇滿足感及組織公民行為關係之研究
- 主動結構領導行為與部屬的工作績效及上司滿足感:Hersey與Blanchard之情境領導論的驗證
- 臨床護理人員人格特質與工作滿足感之相關研究
- 運動員自信心的來源
- 工具領導行為對工作績效及上司滿足感之不同效果:途徑目標論的驗證
- 事業自主與教師滿足感
頁籤選單縮合
題名 | 理解式球類教學法與ARCS動機模式之融合應用對學習動機之影響=The Combined Application of TGfU and ARCS Motivational Model Influence in Learning Motivation |
---|---|
作者 | 黃建智; 闕月清; Huang, Jian-jim; Keh, Nyit-chin; |
期刊 | 淡江體育學刊 |
出版日期 | 20161100 |
卷期 | 19 2016.11[民105.11] |
頁次 | 頁1-11 |
分類號 | 523.37 |
語文 | chi |
關鍵詞 | 專注力; 切身相關; 自信心; 滿足感; Attention; Relevance; Confidence; Satisfaction; |
英文摘要 | PURPOSE: This study was to investigate the effects of TGfU and ARCS motivational model using tennis table on student’s attention, relevance, confidence and satisfaction of learning motivation. METHODS: The participants were twenty-six 6th graders (Boys = 15; Girls = 11) of an elementary school from Taipei city. The six phases of TGfU were integrated into ARCS motivational model as teaching strategies and implemented for fourteen lessons in 7 weeks, 40minutes per lesson. Pre-and posttest using ARCS learning motivational scale were administered to the participants. The data were analyzed statistically by paired sample t-test. RESULTS: Attention (t = -3.90,p< .05), relevance, (t = -1.73, p> .05),confidence (t = -.30, p> .05),satisfaction (t = -2.49,p< .05),learning motivation (t = -4.23,p< .05). Significant differences were found in attention, satisfaction, and learning motivation, but relevance and confidence were not significantly different. The findings indicated that combined application of TGfU and ARCS motivational model enhanced student’s learning motivation. It was suggested that PE teaching should gear to principle of relevancy and simplicity, and emphasize on student’s individual motivation need and successful experience. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。