教學實踐研究 -第1卷 第2期 (2021-09-30)
一般論文

樂趣化課程設計對體育教學的成效驗證

陳偉瑀 (Chen Wei-Yu) 德明財經科技大學體育室教授
第1卷第2期,P79-95
10.7007/JSoTL.202106_1(2).0004
本研究目的主要在探討樂趣化課程設計對大學生在自我調整學習、團隊合作意向和教學滿意度之影響性。研究方法以德明財經科技大學371名學生為研究對象,進行18週教學實驗。採用自我調整學習量表、團隊合作意向量表和教學滿意度量表為研究工具。以描述性統計、重複量數樣本t考驗、相關分析、多元逐步迴歸、單因子變異數分析及3 × 2混合設計二因子變異數分析等,進行本研究結果分析。研究結果發現,樂趣化課程設計可以提高大學生的自我調整學習與團隊合作意向,亦可以預測教學滿意度達 52.0%;同時,我們也發現了實驗組有較佳的「教學滿意度」,以及較佳的「認同感與榮譽感」與「表達與溝通」能力。這份研究證實大學體育樂趣化課程設計,確實能提高學生在自我調整學習與團隊合作意向的學習成效。因此,本研究建議未來在大學體育課程設計上,朝向樂趣化且有團隊合作目的性的課程設計,可以有效提高學生在自我調整學習與團隊合作意向,亦可幫助教師提高教學滿意度。
自我調整學習,教學滿意度,遊戲化,團隊合作意向
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4. 莊美鈴(主編)(1993)。樂趣化體育教材彙編。臺北:國立臺灣師範大學體育研究與發展中心。
5. 郭泓男、蕭述三、葉則亮、陳斐卿(2005年,1月)。創意實踐過程前後之團隊合作知覺初探。2005年第三屆創新與創造力研討會,口頭發表,臺北市。
JSOTL

The Study of Physical Education in the Teach Effectiveness by the Fun-oriented Curriculum Designed

Chen Wei-Yu
Volume 1/ Issue 2, P79-95
10.7007/JSoTL.202106_1(2).0004
This study aimed to explore the effectiveness of fun-oriented curriculum design on university students’ self-regulated learning, teamwork intention, and teaching satisfaction. The study was conducted for 18 weeks with 371 students from Takming University of Science and Technology. The research was measured by “Self-Regulated Learning Scale,” “Teamwork Intention Scale,” and “Teaching Satisfaction Scale.” The collected data were analyzed by descriptive statistics, Paired samples t-test, Pearson product-moment correlation, multiple stepwise regression analysis, and two-way mixed design of ANOVA 3×2. The study found that the fun-oriented curriculum design can effectively improve university students’ self-regulated learning ability and teamwork intention and could effectively predict teaching satisfaction at 52%. The experiment group did better in “teaching satisfaction,” “sense of identity and honor,” and “expression and communication” than the control group. This study suggests that the future design of university physical education courses should be fun and purposeful, which can effectively improve students’ self-regulated learning and teamwork intentions and also help teachers improve their teaching satisfaction.
self-regulate learning, teaching satisfaction, gamification, teamwork intention