The Influence of Teams-games-tournament Teaching to the Students of Different Learning Style in Critical Thinking and Class Climate

• Main Authors: Yu-Tsai Liu5., 劉有財
• Other Authors: Li-Li Chu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/65427023994904328247

碩士 === 國立體育大學 === 體育研究所 === 97 === The purpose of this study was to explore the effect of Teams-games-tournament teaching to the students of different learning style in critical thinking and class climate. At the same time the study tried to compare the influence of different teaching methods to different learning style students in the posttest scores of critical thinking and class climate. The subjects of this study were elementary school 5th graders. There were composed of 2 classes including 66 students. The class of experiment group comprised 35 persons (18 males, 17 females), and the class of control group comprised 31 students (15 males, 16 females). The tools were Learning Style Scale, Critical Thinking Scale Level I, and Class Climate Scale in PE. The results were as follows: 1. TGT to Activist, Reflector, Theorist, and Pragmatist made no significant differences between pretest and posttest scores in critical thinking ablitity and class climate. 2. TGT to posttest scores in critical thinking ablitity and class climate made no significant differences among four kinds of learning style students. 3. For critical thinking ability, four kinds of learning style students with direct instruction showed significant differences. By Scheffe¢ method, Activist were significantly well than Pragmatist. For class climate, there were no significant differences in teacher support, same generation support, satisfied degree, cohesion, and the whole’s posttest scores. 4. After acepting direct instruction and TGT, four kinds of students showed significant differences in posttest scores of critical thinking ability, as follows: (1)Activist at factor of explanation: Direct instruction was significantly well than TGT. (2)Reflector and Theorist were none. (3)Pragmatist at factor of explanation: TGT was significantly well than direct instruction. 5. After acepting direct instruction and TGT, four kinds of students showed significant differences in class climate scale’s posttest scores, as follows: (1)Activist showed at factors of teacher support, same generation support, satisfied degree, and the whole score. (2)Reflector showed none. (3)Theorist showed at factors of teacher support and satisfied degree. (4)Pragmatist showed at factors of teacher support, satisfied degree, and the whole score. Finally, this study expected to discuss the results, and offered practical suggestions for PE teachers as references.