|
Collaborative
Research and Development (“Seed”) Projects for 2001-2002 An Action
Research of the PE Curriculum Reform and Collection of Relevant School-based
Practices Information
of the School-based Practices School
Name: YLPMSAA Tang Siu Tong Secondary School Project
Title: PE Project Learning in Secondary School Target
Group: Form 1 to Form 3 Background
of the School: -
A
co-educational school in Tin Shui Wai, Yuen Long. -
A
close partnership between Physical Education teacher and Information
Technology teacher is needed. -
The
P.E. project must match the curriculum of the computer subject in
order to complete this project. -
Sufficient
computer accessories should be provided to students. Rationale: -
Students
can achieve generic skills including Information Technology skills and
Cooperation and Collaboration skills through project learning. -
Enrich
the resource data bank for PE subject so that students and teachers
can browse the information at the website. Learning
Objectives: -
To
learn more information technology skills -
To
apply information technology skills in sports -
To
gain more knowledge in sports through visiting the sports information
websites in the internet. -
To
create a resource databank -
To
learn job division, cooperation -
To
share experience Work
Plan: -
Comprehensive
planning was conducted by the Information Technology teacher and the
Physical education teacher before hand. -
The
content of computer lesson and physical education lesson should match
both curriculum. -
During
computer lesson, computer software and basic computer knowledge were
introduced to students. Students were required to apply both the
information technology skills and sports skills for this project. -
Four
students were grouped as a group in every class from Form 1 to Form 3. -
3
weeks were given to students to complete their project. Project
guidelines were posted at the Physical Education homepage. -
Students
were required to use the information technology skills and the
knowledge in sport skills to produce their project. Different topics
were assigned to students in each form. For example: Form 1 students
were assigned to introduce a general sport. Form 2 students were
assigned to introduce a well-known person in a particular sport. Form
3 students were assigned to introduce topics related to sport injury. -
After
completing the project, students could submit the production through
internet. -
The
project of each group was posted on the school homepage. Those who
wanted to know more information about the sport skills could access
the web. Resource data bank were stored in the school homepage, public
could also reach this web and utilized the resources. Program
Implementation: -
Three
project introductory sessions (13/5/02, 15/5/02, 16/5/02) were
conducted for six Form 1 classes. -
Before
implementing the PE project, rationale behind the project, format and
content requirement of the project were introduced to students during
the session. -
Procedures
of submitting the project such as using active server page to upload
the project to students’ individual resource center were also
introduced. -
Method
of information search and useful websites were provided to students. -
Resources
and information needed for completing the project were briefly
introduced to students. -
Products
of projects from last year students were introduced in order to raise
students’ inspiration. -
The
guidelines of the project had been posted at the website http://www.tstss.edu.hk/subjects/pe/pe/pe.htm.
The Information Technology lesson plan was posted at the website: http://www.tstss.edu.hk/subjects/it. -
The
content of the project consisted of introduction, background and rules
of the particular physical activity. Name of the group members,
reference and acknowledgement. A feedback space was also provided for
teacher to give comments. -
Students
then uploaded their final product at the school homepage on 1/6/2002. -
All
production could be seen at the school homepage: http://www.tstss.edu.hk/subjects/pe - 30% of the total PE scores were given to this project
Program Evaluation and Impact on Learning: (I) Results from Questionnaire Table 61. Students’ opinion on the following statement: P.E. class should not be only physical skills oriented, other skills should be included (N = 435)
Figure 13a. Students’ Development in Generic Skills
Figure 13b. Students’ Development in Generic Skills
Figure 13c. Students’ Development in Generic Skills
Table 62. Rank Orders of Products of Learning from Curriculum Reform
Table 63. Rank Orders of Students’ Learning Targets in Physical Education
Table 64. Students’ Satisfaction towards PE
Table 64.1. Rank Orders of Reasons for Satisfaction in P.E
Table 65. Students’ Enjoyment in P.E.
(II)
Results from Interview A. Development of Generic SkillsStudents
reported that they had improvement in the following generic skills: 1.
Information Technology Skills. Students
reported that they understood more about the technical skills in
computer and word processing. 2.
Collaboration Skills Students
learnt team work and cooperation through this project. B. Development of Values and AttitudesStudents
reported that they enjoyed this project very much. They stated that:
“It is fun and interesting. I can try new things. Now I understand
that I can learn many activities in Physical Education classes.”
(Please refer to photo album for photos taken in this school)
|
