Emmanouel C, Zervas Y, Vagenas G
University of Athens, Department of Physical Education and Sport Science, Greece.
Percept Mot Skills. 1992 Jun;74(3 Pt 2):1151-67. doi: 10.2466/pms.1992.74.3c.1151.
The purpose of this study was to examine the effects of four teaching methods on several measures of motor skill, self-concept, and social attitudes of 130 fifth-grade children (67 boys, 63 girls), who were randomly chosen from five elementary schools in one area. Teaching methods were systematically applied for 60 teaching days (20 weeks). Measurements were assessed on three occasions (pre-, mid-, and post-experiment). A 4 x 2 x 3 multivariate analysis of covariance showed the 'combined' method most effective in improving the students' motor ability, while 'indirect' and 'game-oriented' methods contributed to the improvement of self-concept and social attitudes, respectively. Since each of the four methods had different effects on various measures made to evaluate whether aims of physical education had been met, the teacher should be aware of many methods and able to implement them in various combinations, depending upon the special features and purposes of a lesson.
本研究的目的是考察四种教学方法对130名五年级儿童（67名男孩，63名女孩）的运动技能、自我概念和社会态度等多项指标的影响，这些儿童是从一个地区的五所小学中随机选取的。教学方法系统应用60个教学日（20周）。在三个时间点（实验前、实验中、实验后）进行测量评估。一项4×2×3协方差多元分析表明，“综合”方法在提高学生运动能力方面最有效，而“间接”和“游戏导向”方法分别有助于自我概念和社会态度的改善。由于这四种方法中的每一种对评估体育教育目标是否达成的各项指标都有不同影响，教师应该了解多种方法，并能够根据课程的特点和目的以各种组合方式实施这些方法。
