健康體適能教學方案在高中體育課的應用：問題導向學習理論觀點

Health-related physical fitness lessons approach of physical education for high school students - A viewpoint of problem-based learning

目的：本研究的主要目的是探討「問題導向學習融入健康體適能教學方案」對高中學生身體活動量、健康體適能認知與批判思考能力的效果。方法：以臺北縣與桃園縣某兩所國立高中，二年級學生四個班級，共168位學生為研究對象，包含實驗組兩班80人與控制組兩班88人，實驗組的教學策略施以問題導向學習，而控制組則以傳統體育教學策略為主。本實驗教學為每週兩節課，每節50分鐘，共安排十週的教學實驗介入。本研究採用電子計步器，監控學生身體活動量、健康體適能認知測驗卷、批判思考測驗第一級等，做為研究工具，所得資料以單因子多變項共變數分析、皮爾遜積差相關與多元逐步迴歸分析等統計。結果：一、問題導向學習融入健康體適能教學方案對實驗組學生在身體活動量、健康體適能認知與批判思考能力，皆顯著高於控制組學生。二、問題導向學習融入健康體適能教學方案對實驗組學生在身體活動量與健康體適能認知、辨認假設、歸納、演繹、解釋有顯著正相關，控制組學生在各變項上則無顯著相關。三、問題導向學習融入健康體適能教學方案，實驗組學生的歸納、辨認假設與健康體適能認知能有顯著預測身體活動量，而此三個預測變項可共同解釋26％的變異量。結論：本研究驗證此套教學設計，能提昇高中學生身體活動量、健康體適能認知與批判思考能力，也說明學生的體適能培養，可經由後天教學與問題導向議題之討論，進而提昇學生身體活動量。Purpose: The purpose of this study was to investigate the impact of PBL strategy integrating into health-related physical fitness lessons on physical activity level, health-related fitness knowledge, and critical thinking for high school students. Methods: Four classes with hundred and sixty-eight (n= 168) of high school students and their teachers were participated in this study from Taipei and Taoyun county. Two classes were assigned as an experimental group (n=80) and received the PBL strategy integrating into health-related physical fitness lessons for ten weeks. Two classes were designed as the control group (n=88) and received the traditional teaching strategy for ten weeks. The class met for two times a week and each class had fifty minutes long. Both groups were administered the Digital Mini Pedometer, Health-related fitness knowledge test, and Critical Thinking Test-Level in the pre-test and post-test. The descriptive, One-way ANCOVA, Pearson correlation coefficient, and Regression were utilized to analyze the data. The significant was set at the .05 level. Results: a). the PBL strategy integrating into health-related physical fitness lessons could effectively improve physical activity level, health-related fitness knowledge, and critical thinking for high school students; b). there was a significantly positive relationship between physical activity level, health-related fitness health-related fitness knowledge, assumptions, induction, deduction, and explanation in the experimental group, but the control group did not. c). there was 26% of variation of the induction, recognition of assumptions, and health-related fitness knowledge can be effectively predicted student physical activity levels. Conclusion: subjects in the experimental group reported that this PBL strategy integrating into health-related physical fitness lessons had helped them to promote their physical activity levels, understanding of health-related fitness knowledge, and development of critical thinking. Thus, it is evident that PBL strategy integrating into health-related physical fitness lessons can help high school students to improve their health-related fitness in order to increase their physical activity levels.