Abstract Physical education in Macau has long been focused plainly on sports skills but in recent years relevant educational reform has undergone which focuses not only on sports skills, but also in the development of relevant sport knowledge, problem-solving and creativity. However, if skill-based instruction is still being used as the main teaching theory it can hardly fulfill what the reform concentrates. Relevant research indicated that “Teaching Games for Understanding”can develop students’ ability in problem-solving and creativity. As a result, this study investigates two groups of secondary students, one of whose instruction is based on Skill-Based Method (SBM) while the other in Teaching Games for Understanding(TGfU), to compare the effect of their cognitive, affective and skill learning through literature review, systematic observations and questionnaires. Results indicated that TGfU can more successfully enhance student's sport related knowledge, cognition and competition performance than traditional skill-based method. Keywords: cognitive, Teaching Games for Understanding, skill-based method

摘要 以往，澳門的體育課以發展學生的運動技能爲要旨，而近年，開始對體育課 程進行改革，務求讓學生在課堂上學習到運動的知識、解決問題及創新思維的能 力，若以技能教學法繼續進行教學，難以切合改革中的要求;有研究指出“領會 教學法”能發展學生創新及解決問題的能力。因此，本研究將通過文獻資料法、 系統觀察法、比較法、問卷調查法對兩班初中二學生進行研究，將兩班學生分為 “領會教學法”班及“技能教學法”班，結果顯示“領會教學法”相對地較“技 能教學法”更能提高學生對球類運動的認知、共通能力的培養情意及比赛表現的 能力，祈望本研究的結果，能為澳門體育教育的未來帶來一個新的參考。 關鍵詞:認知、領會教學法、技能教學法