概念构图策略对国小五年级学童-体育推广学系.doc

PAGE  PAGE I 版面設定： 上2.54cm下2.54 cm；左3.17cm右3.17cm ；頁首 1.5cm頁尾1.75cm 30行×30字，所有空行皆為12號字體大小 中文字體為新細明體，英文字體為Times New Roman 概念構圖策略對國小五年級學童 標題粗體18，置中題目與摘要間空1行 摘要內文不分段 籃球學習成效之研究 摘要粗體16，置中 摘要與內文間空1行 摘 要 空2格全形字元 空1行 中文摘要、英文摘要、致謝詞、作者簡介、目錄、表目錄、圖目錄、頁碼依序為羅馬字 □□本研究旨在探究概念構圖策略及技能導向策略融入國小籃球教學對其籃球問題解決能力與籃球技能表現之影響，並比較兩者之差異情形。以臺灣北部地區某國小五年級學童共61人為本實驗研究對象，進行為期十週教學實驗、四週追蹤觀察教學實驗，並在教學實驗之前後均施以「籃球問題解決能力測驗」及「籃球技能表現測驗」，於最後??週追蹤觀察教學實驗結束後施以「籃球問題解決能力測驗卷」之學後保留測驗，根據所得資料進行重複量數檢定、獨立樣本t檢定、相依樣本t檢定等統計方法分析，將統計顯著水準定在α=.05，得到下列結果：一、概念構圖組之逆向猜測原因、評鑑、預防問題與整體問題解決能力皆達顯著差異水準，且逆向猜測原因後測顯著高於前測。二、概念構圖組投籃、運球、傳球及整體籃球技能表現皆有達到顯著提升。三、技能導向組整體問題解決能力達到顯著差異水準，且後測顯著高於前測，學後保留測驗顯著高於前測。四、技能導向組運球與整體籃球技能表現達到顯著提升。五、概念構圖組於逆向猜測原因與整體問題解決能力上顯著優於技能導向組；而在學後保留方面為，概念構圖組於決定解決方法、評鑑與預防問題顯著優於技能導向組。六、概念構圖組於投籃、傳球及整體籃球技能表現上顯著優於技能導向組，但兩者運球未達顯著差異。 關鍵詞：概念構圖、籃球問題解決能力、籃球技能表現、學後保留 粗體 英文摘要開始於新的一頁 The Application of Concept Mapping Strategy on Basketball Learning Effectiveness for Grade 5 Elementary Students 題目粗體18，置中與摘要間空1行 摘要粗體16，置中 與內文間空1行 Abstract 空4格半形字元 The purpose of this study was to investigate the application of concept mapping strategy on basketball problem solving ability and basketball skill performance. Sixty one grade 5 elementary students were used as subjects with 30 in the Concept Mapping Group (CMG) and 31 in the Skill Orientation Group (SOG). Both groups met twice a week with 40 minutes per session for 10 weeks and followed by 4 weeks of observation. Students were asked to take the Basketball Skill Test (BST) and to response the multiple choice of the Basketball Problem Solving Test (BPST) before (pre-test) and after (post-test) the 10-week session. Descriptive statistical methods were used to analyze the data including repeated measure design and t-test. The results indicated that: 1. there were significant improvements on post-test of CMG in the abilities of reverse prediction, assessment, prevention and solving problem of basketball but with no significant improvement in the abilities of direct prediction, interpretati