讚美策略融入國民中學綜合活動童軍技能之研究
A Study of Blending Strategies in Scouting Skills of
I
ntegrative
Activity Course in Junior High School
研究生：游奇雅Chi,Ya Yu
指導教授：羅希哲Shi, Jer Lou
【摘要】
本研究主要將國中綜合活動童軍技能領域之繩結、帳篷單元，實施讚美教學策略與傳統技能教學策略，以探究不同教學策略對學生在學習成效、學習態度之影響。本研究採立意取樣方式，以研究者任職之高雄縣立某國中二年級兩班學生為研究對象，分成實驗組與控制組，進行八週的實驗教學，並於實驗教學後進行學習成效測驗，同時也對實驗組學生實施「學習態度」調查。本研究之資料處理採平均數、百分比、t檢定、共變數分析（ANCOVA）及單因子變異數分析（One-way ANOVA）、多元迴歸分析等。茲將研究結果略述如下：
一、實驗組學生（接受讚美教學策略）與控制組學生（接受傳統技能教學策略）在學科後測及術科測驗成績上，有顯著差異。
二、在實驗組學生中發現，表現回饋讚美及肢體回饋讚美對技能學習上有實質上幫助。
三、在實驗組學生中發現，肢體回饋讚美及努力回饋讚美對學習態度上
有實質上幫助。
四、不同個人背景變項（性別、家中排行、父母親社經地位、父母親教育程度、婚姻狀況）之實驗組學生接受「讚美教學策略」後，在學習成效及學習態度上，皆無顯著差異。
五、實驗組接受讚美教學策略後，其學習態度中之有用性對學科後測有顯著相關性，其投入動機及學習運用對術科測驗，有顯著性差異。
六、由實驗組中研究發現讚美對學科測驗或術科測驗之成效顯著，尤其術科測驗比學科後測成效更佳。
七、讚美不會因個人背景變項（性別、年齡、父母親社經地位、婚姻狀況、家中排行）之不同而對學習成效有顯著差異。
關鍵字：綜合活動學習領域、讚美教學策略、學習成效、學習態度
【Abstract】
The purpose of this study were to propose both praising strategy and traditional skill education strategy in scouting skills of integrative activity coursein in a junior high school, and to discuss the influrnces of different teaching strategies on students’ learning achievement and learning attitude.
The design of nonequivalent pretest –posttest control group, as quasi-experiment design, was being applied to the research. The subjects were two classes of the 8th grade students from Yan-Chao Junior High School in Kaohsiung County, where the researcher teaches. The subjects were divided into the experimental group and the control group. The time span of the experimental instruction lasted for eight weeks. After the experimental instruction, a test of learning achievement was conducted. At the same time, the students of the experimental group were required to answer the questionnaire concerning learning attitude. Collected data were analyzed using mean, percentage, t-test, ANCOVA , one-way AVOVA andmultiple-factor regressionanalysis in this study.
The major findings were as follows:
1. There was a significant difference between the experimental group（who experienced praising strategy）and the control group（who experienced traditional skill education strategy）in grades of academic achievement.
2. After experiencing praising strategy, there were significant differences between performance feedback praise and body feedback praise in skill learning within the experimental group.
3. After experiencing praising strategy, there were significant differences between body feedback praise and effort feedback praise in learning attitude within the experimental group.
4. After experiencing praising strategy, there was no significant difference between students of different personal background (gender, order of birth, social stratum of parents, education of parents, marriage status) within experimental group in grades of academic achievement and learning attitude.
5. After experiencing praising strategy, there was a significant relationship between usefulness of learning attitude and academic achievement within experimental group, and there was also a significant difference between learning intention andlearning applicationof skill test.
6. There was a finding that praising is significantly effective to grades of academic achievement or skill test, especially to grades of academic achievement.
7. The effect of praise on academic achievement will not differ by personal background (gender, age, social stratum of parents, marriage status, order of birth.)
Key words: integrative activity course, praising strategy, academic achievement, learning attitude