科技輔助以四學模式應用於國中體適能課程之行動研究

Abstract

本研究旨在探討科技輔助四學模式（自學、共學、互學、導學）於國中體適能課程之可行性與實施歷程，並分析其對學生學習成效及教師專業成長的影響。研究採行動研究法，以新竹市某國中七年級 28 名學生為對象，透過因材網平台與 iPad 行動載具設計並實施十堂體適能課程。資料來源包括教學反思札記、課堂觀察紀錄、學生焦點團體訪談及學習成果分析，並以三角驗證方式進行質性分析。結果顯示，四學模式能有效促進學生自主學習、同儕互動與概念澄清；自學與共學階段提升學習動機與合作意願，互學階段有助於修正迷思概念，導學階段則強化知識整合與教師適時介入。然而，研究亦發現科技設備不足、網路不穩與學生學習落差等挑戰。教師在歷程中逐漸掌握介入時機與課程滾動修正策略，展現專業成長。綜合而言，科技輔助四學模式可作為提升體適能課程效能的可行策略，但仍需結合適切教學設計與資源整合以確保成效。

This study aimed to examine the feasibility and implementation process of integrating the technology-assisted Four Learning Modes (self-learning, collaborative learning, peer learning, and guided learning) into a junior high school physical fitness curriculum, as well as to analyze its impact on students’ learning outcomes and the teacher’s professional growth. Employing an action research approach, the study involved 28 seventh-grade students from a junior high school in Hsinchu, Taiwan. A ten-lesson program was designed using the Adaptive Learning Platform and iPad devices. Data were collected through teaching reflection journals, classroom observations, focus group interviews, and learning artifact analysis, and analyzed via qualitative triangulation. The findings revealed that the Four Learning Modes enhanced students’ self-directed learning, peer interaction, and conceptual understanding. The self-learning and collaborative phases fostered motivation and teamwork, the peer learning phase facilitated misconception correction, and the guided learning phase strengthened conceptual integration and timely teacher intervention. Challenges included limited technological resources, unstable internet connections, and variations in students’ learning readiness. Throughout the process, the teacher refined strategies for timely intervention and iterative curriculum adjustment, demonstrating professional growth. Overall, integrating technology with the Four Learning Modes proved to be a viable strategy for improving physical fitness instruction, provided it is supported by thoughtful instructional design and effective resource integration.