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| 題 名 | 雙語體育教學對國中生身體活動量之影響=The Effect of Bilingual Physical Education Instruction on Physical Activity to Junior High School Students |
|---|---|
| 作 者 | 葉庭妤; 林靜萍; | 書刊名 | 臺灣運動教育學報 |
| 卷 期 | 19:2 2024.11[民113.11] |
| 頁 次 | 頁43-68 |
| 分類號 | 524.37 |
| 關鍵詞 | 雙語教育; 三軸加速規; 身體活動; Bilingual education; Accelerometers; Physical activity; |
| 語 文 | 中文(Chinese) |
| DOI | 10.6580/JTSP.202411_19(2).0003 |
| 中文摘要 | 高比例的身體活動量是體育課品質的衡量指標之一,而雙語體育教學是否受 語言限制而影響學生身體活動量備受關注。目的:本研究旨在探討實驗組 (雙語 體育教學) 與對照組 (一般體育教學) 身體活動量的差異、實驗組身體活動量的 變化及不同英語能力學生在身體活動量之差異,並透過訪談了解差異與否的可能 因素。方法:同一位教師所授七年級兩個班級分為實驗組 (19 位學生) 及對照組 (23 位學生),進行為期五週共計 10 節課的體育教學介入。研究工具為三軸加速 規 (GT3X+accelerometers)、觀課日誌及訪談大綱。結果:一、實驗組身體活動量 隨著課程單元節次產生變化,語言可能不是影響身體活動量的主要因素。二、在 輕度身體活動量方面,實驗組與對照組並無顯著差異,有賴於教師建置的學習環 境,如依語言程度進行分組以幫助學生更理解課程內容;在中高強度身體活動量 方面,實驗組顯著高於對照組,主要因學生專注度提升、同儕互動頻率增高。3. 實驗組學生在不同英語能力間身體活動量並無顯著差異,教師透過簡化英語內容 並搭配大量肢體動作示範輔助學生理解課程。建議:未來研究可針對學生之間在 雙語教學下的互動情形、變化和頻率以深入探討同儕互動對學生在身體活動量之 影響。 |
| 英文摘要 | High portion of physical activity is one of the indicators for measuring quality physical education classes. However, there is a growing concern about whether Bilingual Physical Education Instruction may affect students’ physical activity, due to language barriers. Purpose: The present study aimed to explore the differences in physical activity between experimental group (bilingual physical education instruction) and control group (monolingual physical education instruction) and the influencing factors. Furthermore, the study also focused on students’ English proficiency and changes in physical activity in the experimental group. Method: The present study would conduct for five-week in total of 10 periods. Two classes taught by the same teacher are divided into experimental group and control group. Research tools are accelerometer, observation journal and semi-structured interviews. Result: 1. The changes in experimental group’s physical activity varied on the arrangement of the curriculum units and the sports activities. 2. In terms of LPA, due to teacher continuously provided a learning environment that was benefit for students’ understandings, such as strategical group arrangement, as a result, there was no significant difference between the experimental group and the control group in terms of MVPA, there was a significant difference between the experimental group and the control group. This result came down to students gaining more attention on classes and more interaction with their peers.3. In the experimental group, students with different English proficiency didn’t have significant difference. This may attribute to teacher using simple English contest and lots of physical demonstration. Suggest: Further research can focus on changes, circumstances and frequency of student’s interaction to have more detail analyzed of how peer interaction affect their physical activity. |
本系統中英文摘要資訊取自各篇刊載內容。