| Summary: | 碩士 === 中華大學 === 營建管理學系碩士班 === 100 === Jeremy Lin, a Harvard University graduate who generated a global following known as Linsanity, broke the myth that athletics students could not balance between the school studies and the sport practices. Some investigations and teaching experience revealed that athletics students fell far behind regular students on the learning achievement. The learning behavior of athletics students was quite agreeable to the adverse physiological reaction of learners whose learning environment was insufficient in “mass” demonstration in Learning Skills by L. Ron Hubbard. Therefore, the possibility of applying the LRH’s learning skills into the classroom teaching was raised. This study aimed to explore the application of the “mass” demonstration in helping athletics students conceptualize the ideas immediately after the lecture and then promote the learning effect. Two classes from one junior high school in Taichung City were enrolled in this study, one athletics class as the experiment group, and one regular class as the control group. In sixteen biology classes for eight weeks, the “mass” demonstration teaching was administrated in the athletics class, and the traditional teaching was conducted in the regular class. The learning effect of the two classes on biology was compared before and after the experiment. The learning behavior of the athletics students was recorded in video to observe the variations of the learners’ adverse physiological reaction. The Questionnaire of the Curriculum Satisfaction was fulfilled by the athletics students after the experiment.
The results were as following:
1.The correlation between the “physiological reaction caused by lacking the mass” and the “learning effect” was highly-related, and the regression analysis demonstrated significant explanation and prediction, which meant the more adverse physiological reaction caused by lacking the mass, the worse learning effect generated during the learning process.
2.The teaching with mass was helpful in improving adverse physiological reaction caused during the learning process.
3.The pretest revealed that the learning effect of the regular students was superior to that of the athletics students under the traditional teaching. This corresponded to our expectation that the mean score of athletics students on learning was inferior to that of regular students before the introduction of the innovative “mass” demonstration teaching.
4.Through the innovative “mass” demonstration teaching, the learning effect of the athletics students caught up with that of the regular students.
5.By applying the innovative “mass” demonstration teaching, the learning effect and learning attitude of the athletics students displayed obviously positive improvement.
6.The athletics students were highly satisfied with the innovative “mass” demonstration teaching.
When the learners fail to build up the specific concepts for lack of the “mass”, they cannot understand the content from the textbooks, which leads to the learners’ learning difficulty and learning obstacle. If the classroom teacher does not observe it immediately and keeps on showing more new knowledge, the learners will suffer more on learning. In this investigation, the “mass” demonstration teaching is proved to be helpful to learners in improving the learning effect and the learning willingness. This innovative teaching should be extensively applied in classroom teaching. Moreover, it provides a reference for the curriculum design and deserves further research.
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