從翻轉教室觀點探討如何運用多媒體科技提升大專體育教學效能-以游泳課為例

The application of flipped classroom on improving college physical education teacher’s teaching efficacy by using multimedia technology-the case of swimming class

目的：傳統體育教學練習時間不足影響體育教學的品質，翻轉教室模式提供多媒體教材課前預習以及在體育課中直接與老師互動和動作練習。本研究目的為開發游泳多媒體科技教材以及探討應用此科技教材提升體育系學生學習游泳效能。方法：上課前建置蝶式及蛙式技術學習投影片及影音，透過「學習成效問卷」及「游泳動作技能」等收集量化資料，並透過「學生游泳心得」及「授課教師自我省思」等收集質化資料。結果：一、本研究製作蛙式及蝶式多媒體教材，超過90%的同學都能順利完成繳交預習及上課後心得。二、學生回饋問卷及授課教師自我反思顯示超過94%同學都能具體指出多媒體教材的游泳技術認知重點，並且覺得能夠幫助技能學習，但不同程度的學生有不同的學習效果，蛙式和蝶式的多媒體學習效果也不同。三、在學習成效方面，在「常用教學方式」、「課堂內容與教材滿意度」、「學習動機、興趣與表現」、「追求內在習得感」及「課程心得及認知」均高於全校平均值。四、在動作技能表現上，透過課程教授，超過 85%同學都能進步，較明顯差異在學生討論意見次數增多。結論：本研究結果顯示多媒體教材將來還需要再細分程度及項目，並在體育系及學習科技開創運動指導多媒體產業課程。

 

Purpose：Watch the teaching material online over and over again but think actively about how to perform these skills. But what content is effective multimedia and how to interactive with students in flipped classroom? The study aims to attempts to integrate flipped classroom teaching model into physical education and in order to enhance learning motivation and effectiveness of students. Methods：We produced the power points which were associated with the skill analysis of breaststroke and butterfly before the curriculum started. We collect the data by the questionnaire of students’ learning effect and how the students performed their swimming skill. Meanwhile, we also use the qualitative research to analyze both the students’ opinion and teachers’ introspection. Results:1. The multimedia material including breaststroke and butterfly skill analysis was successfully completed and was provided for students with PowerPoint and films on the learning system. Over 90% students could finish the homework. 2.Based on the questionnaire data, over 94% students could figure out the important skill from the multimedia material and felt the structure could be helpful to their skill learning. But different level students had different learning effect. The learning effect of multimedia material between the breaststroke and butterfly was different. 3. The level of teaching methods, the satisfaction of curriculum and structure, learning instinctive and interesting, inside acquirement and curriculum experience writing were higher than the average of whole school curriculums. 4.Over 85% students could improve their swimming skill. The significant difference was that the times of students’ discussion and interaction with teacher and classmates was getting increased. Conclusion: The Different level students had different effect by using multimedia material. The learning effect of multimedia material among different swimming styles was also different. It means that the content of multimedia material should be considered more details.