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研究生:楊欽城
研究生(外文):YANG, CHIN-CHENG
論文名稱:體育課程遠距教學關鍵發展因素探討 -使用兩階段混合模型
論文名稱(外文):A Study of Key Development Factors for Remote Physical Education Curriculum - Using a Two-stage Mixed Model
指導教授:陳斐娟陳斐娟引用關係
指導教授(外文):CHEN, FEI-CHUAN
口試委員:陳斐娟林雲燦邱靖華簡瑞宇張碧峰
口試委員(外文):CHEN, FEI-CHUANLIN, YUN-TSANCHIU, CHING-HUACHIEN, JUI-YUCHANG, BI-FON
口試日期:2024-01-05
學位類別:博士
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:中文
論文頁數:106
中文關鍵詞:體育遠距教學灰色理論灰色決策實驗室分析法灰色決策實驗室分析法之網路層級分析法
外文關鍵詞:Physical education distance learningGrey theoryGrey Decision Making Trail and Evaluation LaboratoryGDEMATEL-based Analytic Network Process
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自COVID-19疫情爆發後,為確保學生教育權益,各國教育機構迅速轉向遠距教學,此方法廣被認為是疫情期間的最佳選擇。隨著人們日益重視健康,認知到強健體魄可降低感染風險,體育課程在遠距教學中的地位逐步提升。然而,遠距教學中的體育課程難以如同實體課堂般有效傳授學生團體合作和運動技巧。因此,尋找適切且有效的遠距體育教學策略及其關鍵因素,成為了一項至關重要的任務。本研究使用一個混合的多準則決策分析 (Multiple Criteria Decision-Making) 來討論上述體育課程遠距教學關鍵發展因素的評估問題。其中的維度和準則都經過項目分析、探索性因素分析、信度分析、及驗證性因素分析等統計方法的驗證,以保證其信賴性和效度。研究接著深入探討不同因素間的關聯和相對重要性。在分析過程中,我們特別採用灰色理論 (Grey Theory),以更準確地捕捉專家在訪談中所表達的不確定性和樣本大小的限制。我們的模型涵蓋兩大階段,首先使用灰色決策實驗室分析法 (Grey Decision Making Trail and Evaluation Laboratory, GDEMATEL) 描述了各因素間的因果影響關係,並繪製了因果關係圖。其次,結合GDEMATEL的網路層級分析法 (GDEMATEL-based Analytic Network Process, GDANP) 來確定每一因素的相對權重和優先次序。研究結果發現,體育課程遠距教學具有12項關鍵發展因素,這些關鍵發展因素可建構成一套完善的評估框架。關鍵發展因素前五名分別為因應遠距教學的課程設計變更、成果成效評估機制、教學系統與設備、數位學習環境與風氣、組織或學校補助遠距教學經費;最重要的維度構面為教學內容。在各因素之間的相互影響關係,獲得教學應變能力、教學系統與設備、數位學習環境與風氣為主要影響的因,運動學習課程的基礎知識、師生互動與課程進度掌握、因應遠距教學的課程設計變更、成果成效評估機制為主要被影響的果。在這項研究,我們成功識別了體育課程遠距教學的核心發展因素。這個模型不僅具有可複製性,適用於多個領域,也可以應用到其他的遠距教學課程中。
Since the outbreak of the COVID-19 pandemic, educational institutions worldwide have implemented distance learning methods to minimize the loss of students' educational rights during the pandemic. Distance learning has been widely recognized as the best solution during such a crisis. In recent years, there has been an increasing awareness of the importance of health, as a strong physical condition can help reduce the risk of infection. As a result, physical education programs have gained more emphasis in the context of distance learning. However, teaching students group cooperation, physical postures, and skills through distance learning is challenging compared to traditional face-to-face classes. Therefore, it is crucial to identify key factors for the development of an effective and adaptable physical education curriculum for distance learning. This study proposes a hybrid approach that uses Multiple Criteria Decision-Making (MCDM) to evaluate the key factors for the development of a physical education curriculum in distance learning. A comprehensive evaluation framework was established, and the dimensions and criteria within the framework were rigorously analyzed using statistical techniques such as item analysis, exploratory factor analysis, reliability analysis, and confirmatory factor analysis to ensure their reliability and validity. The study then explored the relationships among the factors and determined the influence weights of the identified factors. Besides, the Grey Theory was incorporated into the analysis to effectively capture the uncertainty in expert responses during interviews and overcome the limitation of a small sample size. The proposed model consists of two stages. Firstly, a causal relationship diagram was constructed using the Grey Decision Making Trail and Evaluation Laboratory (GDEMATEL) to describe the interdependencies and influences among the factors. Then, the GDEMATEL-based Analytic Network Process (GDANP) was applied to determine the influence weights and prioritize the factors. The model was demonstrated with a focus on educational institutions at various levels in Taiwan. The study results suggest that there are 12 key development factors for distance learning in physical education, and these key development factors can be constructed into a complete evaluation framework. The top five key development factors are changes in curriculum design in response to distance learning, evaluation mechanisms for outcomes and effectiveness, teaching systems and equipment, digital learning environments and culture, and subsidies from organizations or schools for distance learning funds. The most important dimension is instructional content. In terms of the mutual influence among various factors, the main influencing causes are the acquisition of teaching adaptability, teaching systems and equipment, as well as digital learning environments and culture. The main influenced effects are the basic knowledge of the sports learning curriculum, teacher-student interaction and course progress control, changes in curriculum design for distance learning, and evaluation mechanisms for outcomes and effectiveness. The results indicate that the study successfully identifies the key factors for the development of physical education curricula in distance learning. Moreover, the model demonstrated in this research is replicable and applicable in different fields, as well as other distance learning programs.
摘要 I
ABSTRACT II
目錄 IV
表目錄 VI
圖目錄 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究方法與流程 6
第四節 論文內容架構 8
第二章 文獻探討 9
第一節 遠距教學發展回顧 9
第二節 體育遠距教學因素回顧 12
第三節 研究方法回顧 16
第三章 研究方法 19
第一節 統計分析應用 19
壹、項目分析 19
貳、探索性因素分析 20
參、信效度分析 20
肆、驗證性因素分析 21
第二節 多準則方法應用分析 23
壹、GDEMATEL 23
貳、GDANP 26
第四章 研究結果 30
第一節 統計分析 30
壹、項目分析 30
貳、探索性因素分析 33
參、信度分析 41
肆、 驗證性因素分析 42
第二節 多準則方法分析 57
壹、GDEMATEL分析 57
貳、GDANP分析 63
第五章 討論與建議 67
第一節 統計分析研究結果探討 67
第二節 多準則方法分析研究結果探討 68
第三節 結論 72
第四節 建議 73
壹、實務應用建議 73
貳、未來研究建議 74
參考文獻 75
附錄 89
附錄一 89
附錄二 92


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