| Summary: | 碩士 === 國立體育學院 === 體育學系 === 83 === Mosston教學光譜中命令式、練習式、包含式的理論，以比較這三種教學
形式，對男女性別教學效果的影響，以及在運動技能認知獲得的差 Q
二學年度，體育課興趣選項羽球組，日夜間部一、二年級三班經篩選後之
人、女生45人計90人為研究對象;以羽球反手短球為教學內容。 A在經三
週六次(除第一次40分鐘外，餘五次各30分鐘)的教學後，各班資料、雙因
子變異數分析、杜凱事後考驗法等統計分析，結果如下:一、教學光譜的
命令式、練習式、包含式是一個有效的教學理論。 ﹛A在教學效果及性別
上，均達p<.05顯著性差異。在三種教學形式教學效? u包含式;在男女
性別上，則男生的教學效果優於女生的教學效果。惟，男亢蘆G，並不因
教學形式的不同，而有不同的改變。 ﹛A在認知獲得上，以練習式最好，
且達P<.05的顯著性差異。
The purpose of this research is to prove the theories of
commandstyle, and inclusion style, which are the components of
Moston''sum. The goal of this study is to compare the teaching
effects of these three, and determine whether these three
teaching styles have different teachings and females. It is
also to show whether dirferent teaching styles create anyports
skill recognition. Sample data involved 45 male and 45 female
freshmantudents who are selested from day and night school
classes during themic year at Tunghai University. These
students chose badminton as theirion course. Theteaching
content of this class includes the backhand grip lowesearch
adopted the experimental method. The instruction conststed of
ante session, followed by five 30 minute session. The six
lessons were spreadof three week. After data were collected, a
variety of statitcal methods werethe following results: 1)The
teaching spectrum which includes command, practice, andis
indeed an effective theory. 2)Teaching effects show significant
differences, with p-value <ect to teaching styles and gender,
respectively. Command style and practicestyleor to inclusion
style. Concerning gender, the teaching effects on males is
superior tos. However, there is no significant interaction
effects between teaching styles and 3)Among these three
teaching styles, the practice style has theacquiring sports
skill recognition.
|
|---|
