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頁籤選單縮合
題名 | 排球正面扣球技術教學應用編序教學法之實驗研究 |
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作者姓名(中文) | 邱榮貞; | 書刊名 | 南臺工商專校學報 |
卷期 | 21 1995.04[民84.04] |
頁次 | 頁151-163 |
分類號 | 528.954 |
關鍵詞 | 扣球; 編序教學法; Spike; Programmed learning; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之目的,在探討排球正面扣球技術編序教學和傳統教學效果優劣比較。實 驗對象為本校體育興趣選項排球組同學,隨機確定一班為實驗組,一班為對照組,各組每週 實施活動兩節,每節為 50 分鐘,為期六週的正課學習,經技術測驗及問卷調查後,結果如 下: 一、排球正面扣球技術編序教學使學生在扣球姿勢測驗平均數高 5.02 分,扣球技能表現的 平均數高出 11.05 分,理論測驗平均數高出 16.59 分,測驗成績均優於傳統教學法,且達 顯著水準。 二、兩組上課總時間和學生練習時間的安排密度無顯著不同。觸球次數上,實驗組超過對照 組 1278 次。 三、經問卷調查結果約 98.4% 學生認為編序教學有激發性的學習效果,並深受學生歡迎。 |
英文摘要 | The purpose of this study is to compare the learning effect of Volleyball spiking technique within two learning methods. The subjects were students in P.E. course volleyball event major, and randomly divided into two groups. The students practice spiking skill on 2 classes (100 min) each week, After 6 weeks experiment the findings were: 1. Volleyball spiking techniques inprogrammed learning method makes student got the score averagely higher 5.02 prints in spiking posture test, 11.05 in spiking skill Performance test,16.59 in theoretical knowledge test. All tree test score in programmed learning is be-tter than traditional learning, and reah significant level. 2. Total practice time and student individually Practice time alomst the same within two groups but on the opportunity of touching balls, the experimental groups more than the other group in 1278 times. 3. Through the questionaire invesigation 98.4% of all students recognized that programmed learning can provoke the learning effect and welcomed to the student deeply. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。