Critical Thinking Intention and Pre-service Teacher Self Teaching Belife of PE on College Students in CSP-TPECTS

• Main Authors: Cheng, Chia Hui, 鄭家惠
• Other Authors: Chou, Chien-Chih
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/15307171069789536558

碩士 === 台北巿立體育學院 === 運動教育研究所 === 98 === The purpose of this study was to examine the effects of Computer Simulation Program for Teaching Physical Education Critical-Thinking Skills (CSP-TPECTS) into teaching method of PE on the junior of college students’ critical thinking intention and Pre-service teacher self teaching belief of PE. A quasi-experimental design was used, and we selected two classes of junior of college students (n=75) in Taipei. Thirty-five (n=35) students were categorized into the experimental group and accepted 100-minutes CSP-TPECTS in the class while forty (n=40) students were set as the control group and took 100-minutes unrelated to CSP-TPECTS program. All groups completed the test of the scale of critical thinking intention and Pre-service teacher self teaching belief of PE before and after the intervention. The analysis of ANCOVA, Repeated measures, and MANOVA were adopted. The results revealed: 1. In the experimental group were significantly improved in the factors of reflection, open minded and empathy of “critical thinking intention and of PE” . And teacher-student interaction, teaching Methods, of “Pre-service teacher self teaching belief of PE” on the post. After post hoc analysis, the post-test had significantly higher than the pre-test. 2. In the control group there was non significant difference between pre-test and post-test in the factors of reflection, open minded and empathy of “critical thinking intention and of PE”. And content in class, teacher-student interaction, Teaching Methods of “Pre-service teacher self teaching belief of PE”. But there was significant difference on analysis of systematicness of “critical thinking intention and of PE”. After post hoc analysis, the post-test had significantly higher than the pre-test. 3. The experimental group had significantly improved on the reflection, open minded and empathy, analysis of systematicness of “critical thinking intention and of PE”. And teacher-student interaction, teaching Methods of “Pre-service teacher self teaching belief of PE” when compared with the control group. But with no significant differences on the content in class of pre-service teacher self teaching belief of PE. It suggests that CSP-TPECTS program could support critical thinking intention and pre-service teacher self teaching belief of PE.