• 作者： 黃清雲
• 作者服務機構： Office of Physical Education National Chung Cheng University Chiayi, Taiwan, R. O. C.
• 中文摘要： The purpose of the study is to investigate the effects of different types of model demonstration strategies and student ability compositions on the performance and attitudes of students working cooperatively or individually during video instruction. After three cooperative training phases, 120 university students, classified as high or low ability, were randomly assigned to training programs. Students participated in a basic golf swing lesson, an achievement post-test and an attitude questionnaire. Results revealed that students who engaged in cooperative learning significantly outscored those working alone. Students who were in the elaborative and video model tests achieved higher overall scores than students in the no model test. However, the elaborative model learning results were not significantly different from those of the video model. This finding does not appear to support several studies that indicated that the elaborative model is superior to the video model. Furthermore, the elaborative model was more effective with high-ability students. In the case of low-ability students, the elaborative model and video model significantly outperformed no model. There were, however, no significant differences between the elaborative model and video model for low-ability students. The results also indicated that cooperative learning promoted a more positive attitude than did working alone. Low-ability students had more positive attitudes than high-ability students. The implications for the use of cooperative learning and model strategies in physical education and future research are discussed.
• 英文摘要： --
• 中文關鍵字： cooperative learning; modeling; observation learning; motor skill; physical education
• 英文關鍵字： --