| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 105 === This study aimed at the learning effects of the students and Teacher’s feedbacks after implenting Teaching Games for Understanding (TGfU) approach as well as Teaching Personal and Social Responsibility (TPSR) approach on basketball teaching in primary school. Action research approach was applied, and the respondants comprised 17 fifth-graders in Lo-Lo Valley primary school. The teaching materials were designed by the instructor, containing 16 cousres of basketball teaching under Teaching Games for Understanding (TGfU) approach and Teaching Personal and Social Responsibility approach, collcating with Game Performance Assessment Instrument (GPAI). The quantatative research data, which came from the results of both pre-test and post-test ,was analysized by Wilcoxon matched-pairs signed-ranks test. Furthermore, the results of the pre-test and post-test as well as the interviewing outlines, worksheets, and teacher’s feedbacks were all used for qualitative analysis First, the result indicated that appling Teaching Games for Understanding (TGfU) approach and the Teaching Personal and Social Responsibility approach on basketball teaching can significantly improve learning efficency of the students. Secondly, after taking the courses, the significance was seen in three different domains, Cognitive Domain, Affective Domain and Psychomotor Domain. The great significance could be found in femal students while there’s no obvious significance in male students. Finally, the instructor could make more improvements form the feedbacks. The study concluded that teaching basketball courses under Teaching Games for Understanding (TGfU) approach and Teaching Personal and Social Responsibility (TPSR) approach were the ways to cultivate student’s sense of responsibility and effectively enhance student’s learning motivations, making them practice more after school. The instructor could benefit by applying various approaches on the students.
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