啟發性遊戲課程對國小高年級學童人際關係之影響

The Implementation and Effectiveness of Initiative Game Activities Program on Social Interaction in Fifth and Sixth Grade Students

目的：在探討啟發性遊戲活動介入體育課程後能否改善學童同儕間人際互動關係及提升愉悅感。方法：本研究採用準實驗設計與單一實驗組前後測設計，研究對象為台北市文山區某一所國民小學五、六年級學生，每年級各兩班，一共四個班級102名學生。課程活動共介入十週的時間，每週一堂課，每堂課40分鍾，並安排在體育課中執行。於課程介入前一週進行量表填答的前測，接著進行為期十週的啟發性遊戲課程，於課程結束後一週進行後測。主要觀察變項為「人際關係量表」（包括是否喜愛同伴、是否為同伴所喜愛、社交技巧是否良好）與「感覺享受量表」。本研究所得資料以相依樣本t考驗進行統計分析，並將本研究之統計顯著水準定在.05（p<.05）。結果：一、啟發性遊戲活動介入體育課程對增進國小高年級學生的同儕間人際互動關係有顯著效果。二、啟發性遊戲活動介入體育課程對增進國小高年級學生產生愉悅感有顯著效果。由上述的研究結果可得知，啟發性遊戲活動介入體育課程有助於增進國小高年級學生的同儕間人際互動關係及體育課程中的愉悅感。

From a social reconstruction perspective, social needs take precedence over individual needs. However, curricula based on a social reconstruction value orientation are planed to include instruction and practice in the skills of participation in a democracy, leadership skills, group cooperation, and problem solving. Purpose: To investigate the implementation and effectiveness of initiative game activities program within fifth and sixth grade students' social interaction and learning satisfaction in physical education classes. Method: Fifth and sixth grade elementary school students (n= 102) and their physical education teachers from four separate classes participated in this study. The Children's Social Interaction Questionnaire (CSIQ) was used to assess students' level of social interaction during initiative game activities of physical education. It includes three factors which is social skill, being pleased with others, and liked by others. The Children's Feelings of Enjoyment in Physical Education Questionnaire was used to understand their attitude toward initiative game activities program of physical education. The physical education lessons were used the Initiative Game Activities curriculum for ten weeks. Data was gathered during a period of introductory 10-week initiative game activity units. Results: The results from this study show that the student in the post-test had significantly improved than the pre-test on the scores of social skill and being pleased with others. The findings also pointed out no significant difference between pre-test and post-test on the factor of liked by others in the study. Furthermore, the results also revealed a significant difference in the level of attitude of learning satisfaction toward physical activity between pre-test and post-test. Another important finding was that the Initiative Game Activities curriculum was associated with improvements in social interaction and the children's attitude toward physical activity. As the results, we know that to relevant training for educators of students' social skills in physical education class may be required. In summary, the findings of this study indicated that peer training alone was not sufficient to improve children's use of specific social initiation strategies. Combining peer training and instruction of the initiative game activities contextually supportive social activities appears necessary to impact changes in a variety of social-interaction skills.