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題 名 | 體育教學的實踐性研究--運用體育教學心理理論於田徑運動的實際教學 |
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作 者 | 吳萬福; | 書刊名 | 臺北師院學報 |
卷 期 | 7 1994.06[民83.06] |
頁 次 | 頁967-1002 |
分類號 | 523.37 |
關鍵詞 | 心理; 田徑運動; 體育教學; |
語 文 | 中文(Chinese) |
中文摘要 | 為進一步探討在有限教學時間內提升田徑運動複數教材的教學效果,以國立臺北師 範學院四年級體育選修田徑組的男女學生十一名為對象,自民國八十一年九月十六日至八十 二年元月六日為止,實施十五週(除應屆畢業生環島教育參觀旅行,及集體出度專題講演外, 實際在室內外教學田徑的週數為十二週)的田徑運動4×50MR、50M跨欄、鉛球推擲、壘球 擲遠、急行跳高等教學。 教學時運用體育教學心理的理論,例如合理的引起動機、目標設定、採用分組方式的系 統性漸進教學,運用三動(動身、動腦、人際互動)原理與客觀評量等以觀察實宗教學的效 果。 依據一學期的教學,獲得下列結論,獲得下列結論 一、4×50MR成績,比各小組成員個別成續的總合均有進步,其幅度是一小組(男)1"04、 第二小組(男)1"25,第三小組(女)1"66。 二、50M跨欄,經四次教學後,男生七人的平均跨欄成績跨欄成績僅比50M跑平均成績 多出0"66,其進步幅度相當顯著,但是女生四人的平均跨欄成績卻比50M跑平均成績多出 1"50,顯然的女生的學習效果遠低於男生。 三、壘球擲遠的成績,男生平均達49.57M,女生平均19.25M,因無單元前測驗可比, 不了解男女在學習後的進步幅度多少。 四、經由學生筆記的總學習心得可知,不論男女生,均認為經一學期田徑運動的學習, 對於上述各項運動的理論、學習方法、技術要點、成績評量等比以往體育課的收穫大。 五、對教師運用體育教學心理理論,採用系統性漸褣方式的混合全習與分習的教學法, 感覺較能適應,尤其對教師以身作則,參與學生的學習活動,因材隨時指導的態度,甚為感 動。 六、但是仍有部份學生期望教師能提供相關參考文獻以供課餘參閱,並加強體能訓練。 |
英文摘要 | The purposes of this study were to further promote the track and field teaching effects within a limited period of time with sports psychology techniques. Eleven senior students who chose the track and field course in National Taipei Teachers college were the subjects of this study. From September 16th, 1992 to January 6th, 1993, there were 15 weeks (Actualy, only 12teaching weeks excluding the graduate education tour and lecture hours) were used for track and field 4× 50MR, 50M hurdle, shot put, baseball throw and High jump teaching. During the teaching period, the sports psychology theory, such as motivation promition, goal setting, group-split methods of system progressive teaching, were applied to the learning programs. In addition, the principle of three motions (body motion, brain motion, and human relationship motion) and the objective measurement were used to evaluate the actual teaching effects. After one semester's track and field teaching, the results of performance were determined and shown as follows: 1. The performance of 4×50MR was significantly improved. The first group (male), second group (male) and the third group (female) improved 1"04, 1"25, 1"66, respectively. 2. The performance of 50M hurdle significantly improved after teaching four times. The average time of 7 male subjects was only 0"66 behind their 50m dush, however, 4 female subjects were 1"55 behind their 50m dush. The learning effects of male 50M hurdle were greater than that of female. 3. The performance of baseball throw of male and female subjects was 49.57 m and 19.25 m, respectively. The improvement was unknown because of the lack of records of the previous performance. 4. From the notes of the subjects, after learning track and field for one semester, what was gained in sport theory, learning methods, key techniques and the grade evaluation was greater than that of previous physical education course. 5. The subjects felt comfortable and adaptable when the sports psychology theory, and the systematic progressive mixed whole or split group learning methods were applied to the teaching program. The teacher's active participation and immediate guidance during the learning periods were deeply appreciated by the subjects. 6. some of the subjects suggested that teacher recommend more related reading materials for physical conditioning. |
本系統中英文摘要資訊取自各篇刊載內容。