The Effects of Reciprocal Style on Junior Secondary Students’ Learning Interest, Collaboration Skill and Communication Skill in Volleyball Lessons
LANGUAGE NOTE | Document text in Chinese; abstract also in English.
Mosston and Ashworth (1994) introduced the spectrum of teaching styles in physical education. Research findings indicated that reciprocal teaching style brought positive benefits to student learning. This study aimed at examining the effects of reciprocal style on junior secondary students’ learning interest, collaboration skills and communication skills in volleyball lessons. Participants were 32 female junior secondary students and they were taught in ten volleyball lessons with reciprocal teaching style. Mixed methods were employed to collect both quantitative and qualitative data in the study. The collaboration skill and communication skill analysis checklists, participant observation field notes and individual interview were used as to understand the learning process and the students’ perceptions on the teaching style within the lessons. Findings indicated that there were positive effects on students’ learning interest, collaboration and communication skills under this teaching style. Results were discussed in the following aspects: (1) how did the students enhance learning interest, (2) how did the students develop collaboration skills, and (3) how did the students develop communication skills under this teaching style. The findings of this study have implications on the practice of physical educators.
本研究旨在探討互惠式排球教學對學生的學習興趣、協作能力及溝通能力的影響。三十二位女學生接受十堂互惠式排球課。 透過協作及溝通能力分析表、參與式觀察及個人訪談，了解學生的學習過程及對此模式的感受及意見。結果顯示此教學法對學生的學習興趣、協作及溝通能力都有正面的影響。討論包括此教學法:(一) 如何提升學生學習興趣; (二) 如何發展學生協作能 力; 及(三) 如何發展學生溝通能力。研究結果帶給體育教師教學啓示。
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