| Summary: | 碩士 === 僑光科技大學 === 國際貿易運籌研究所 === 101 === The Ministry of Education clearly stated three pillars for 12-years Compulsory Education,as " Improving the Quality of Primary and Secondary Education ", "Making Every Child Successful" and " Enhancing National Competitiveness ". Under this theme, it will focus more "effective teaching" in junior high school teaching. The term "effective teaching" refers to teaching students to understand the content and allow them to practically apply, and teachers' pedagogy plays an important role here. This study borrowed "leveling"、 "visual control" and "autonomation" from Toyota way , and used these three management tools in physical educatin in junior high school. All the tools were compiled as a new teaching way named "Physical Education after the change ", aiming to improving students' learning performance in physical education.
This study used a quasi experiment in design. There were two classes in the sample, divided into two groups: the experimental group and the control group. The experiment measured the three teaching goal, to assess whether the learning effectiveness would be enhanced after the Toyota tools were introduced: the Cognitive dimension, the Affective dimension and the Skill dimension. The empirical findings of this study listed as follows:
1. In the Cognitive dimension, the point of the new teaching method was to explain as clearly as possible, so time spending on explaining increased by 26.67 percent. Significant differences were found in learning effectiveness between pre-test and posi-test for within-subjects, but there was no significant difference in posi-test for between-subjects.
2. In the Affective dimension, significant differences were found in learning effectiveness between pre-test and posi-test for within-subjects, but there was no significant difference in posi-test for between-subjects.
3. In the Skill dimension, the new teaching design emphasized on Cognition and Affect, so time spending on Skill decreased 33 percent. Significant differences were found in learning effectiveness between pre-test and posi-test for within-subjects, and there was significant difference in posi-test for between-subjects.
4.There was no significant difference in posi-test learning effectiveness for between-subjects at Cognitive and Affective parts, but it was significantly different in Skills. That said,it was more effective for Skill learning when the Cognitive and Affective parts involved in teaching were re-designed.
5.After the change in the teaching,the teacher can use some time in class to observe the teaching process and improve the teaching.And it also can promote the control of learning efficiency in teaching procedure.With the posttest of the skills,we see stundents have significant learnig effect,and the teaching efficiency can also be seen in PE teaching.
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