Comparison study on the Teaching Effect between Mosston's Reciprocal and Inclusion Style in Elementary School Swimming Lessons

• Main Authors: Chia-Ling Wu, 吳佳玲
• Other Authors: Yuh-Chih Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/pkfj6u

碩士 === 國立臺東大學 === 體育教學碩士在職專班 === 96 === The purpose of the study was to compare the teaching effects on Mosston’s reciprocal style and Inclusion style, and to investigate differences on objective and subjective skill evaluation, cognitive development and affective development in sixth grade students of elementary school. The study was conducted with an quasi-experimental method. The participants consisted of 68 students from two classes in sixth grade of a elementary school in Kaohsiung . After three weeks of 6 classes swimming teaching, the quasi-experimental design used pretest, posttest of the subjective skill evaluation, cognitive development and affective development . All the data were used in discussion concerning the difference circumstances of the two teaching styles to teaching effects. The statistic methods used the paired-sample t test, one-way ANOVA and one-way ANCOVA. The conclusions were as follows: 1.After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, all participants showed significant differences in the cognitive development and the subjective skill evaluation between pretest and posttest. After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, all subjects showed significant differences in the development of cognition, showed no significant difference in the objective evaluation, subjective evaluation, and affective development. 2.After the reciprocal style swimming teaching, the male and female showed no significant differences in teaching effect. 3.After the inclusion style swimming teaching, the male and female showed no significant differences in teaching effect. 4.After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, the male showed significant differences in the cognitive development and the reciprocal style was better than the inculcation style. 5.After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, the female showed significant differences in the cognitive development and the reciprocal style is better than the inculcation style.