本研究以 Mosston 教學形式的光譜理論之前兩種教學形式 -- 命令
式與練習式， 在國中對 174 名一年級男女學生，進行三週的籃球投
籃實驗教學，以前後測控制組為實驗設計， MANOVA 為統計方法，以
教學形式、學生性別及技能水準為自變數，身體、認知、情緒、社會
及道德發展的教學效果為依變數，以AAHPERD之Speed Spot Shooting
、自編籃球投籃認知成就測驗及自編體育課學生情意行為態度量表為
測量工量，探討自變數對依變數教學效果的影響。結果發現：
一、兩種教學形式在不同性別及技能水準學生的身體、認知、情
緒、社會及道德等各發展面向的教學效果無交互作用。
二、教學形式與性別、教學形式與技能水準、性別與技能水準在
各發展面向的教學效果無交互作用。
三、兩種教學形式在各發展面向的教學效果沒有差異。
四、不同性別在各發展面向上的教學效果沒有差異。
五、不同技能水準在身體發展面向有不同的教學效果。其效果關
係是：低技能組>中技能組>高技能組。但不同技能水準對認
知、情緒、社會及道德發展面向的教學效果沒有差異。

This research is based on the former two teaching styles of
Mosston's Spectrum of Teaching Styles: Command Style (Style
A) and Practice Style (Style B). The empirical basketball-
shooting teachingis planned for 174 first-grade junior high
students, including both male and female, and lasts for
three weeks. The pretest-posttest control group design is
the chosen one; the statistical methed is the MANONA.
Independent variables are teaching styles, students' sex
indentifies, and their skilled levels. Dependent variables
are the following teaching effects: physical development,
cognitive development, emotional development, social
development, and moral development. The influences of
independent variables on dependent variables' teaching
effects are my major concern. The results are as follows:
1. For students of different sexes and different skilled
levels, two teaching styles cause no interaction among the
following teaching effcets: physical development, cognitive
development, emotional development, social development, and
moral development.
2. There is no interaction between the ensuing
developments of teaching effects: teaching styles and sex
identifies, teaching styles and skilled levels, and sex
identifies and skilled levels.
3. Two teaching styles make no difference in each
ensuing development of teaching effects.
4. Different sex identifies make no difference in each
ensuing development of teaching effects.
5. Different skilled levels result in different teaching
effects in terms of the physical development. Its resulted
relationship is like this: low skilled level > middle
skilled level > high skilled level. But, judging from the
following developments: cognition, emotion, society, and
morality, defferent skilled levels cause no difference in
teaching effects.
This research is based on the former two teaching styles of