本研究旨在探討理解式球類教學法與 ARCS 動機模式融合應用於桌球教學上對學童 在專注力、切身相關、自信心和滿足感等學習動機之影響。研究對象為臺北市某小學六 年級一班，共 26 名學生(男生 15 名，女生 11 名)，以理解式球類教學模式中的六個階 段分別融合 ARCS 動機模式之教學策略，實施為期七週，共十四節課，每節四十分鐘的 桌球教學實驗與 ARCS 學習動機量表前後測，量表統計以軟體 SPSS22.0 進行成對樣本 t 檢定分析。研究結果顯示：專注力 (t = - 3.90，p .05)，自信心 (t = -.30，p >.05)，滿足感 (t = - 2.49，p

Purpose: This study was to investigate the effects of TGfU and ARCS motivational model using tennis table on student’s attention, relevance, confidence and satisfaction of learning motivation. Methods: The participants were twenty-six 6th graders (Boys = 15; Girls = 11) of an elementary school from Taipei city. The six phases of TGfU were integrated into ARCS motivational model as teaching strategies and implemented for fourteen lessons in 7 weeks, 40minutes per lesson. Pre- and posttest using ARCS learning motivational scale were administered to the participants. The data were analyzed statistically by paired sample t-test. Results: Attention (t = -3.90，p< .05), relevance, (t = -1.73, p> .05)，confidence (t = -.30, p> .05)，satisfaction (t = -2.49，p< .05)，learning motivation (t = -4.23，p< .05). Significant differences were found in attention, satisfaction, and learning motivation, but relevance and confidence were not significantly different. The findings indicated that combined application of TGfU and ARCS motivational model enhanced student’s learning motivation. It was suggested that PE teaching should gear to principle of relevancy and simplicity, and emphasize on student’s individual motivation need and successful experience.

專注力;切身相關;自信心;滿足感

attention; relevance; confidence; satisfaction