本研究目的在探討5E探究式教學在籃球課程之實施，對國小高年級學童情境興趣、決策能力與動作技能之影響。研究採準實驗設計，量為主質為輔之「主-輔式設計」研究方法，透過不等組前後測設計，以臺北市某國小兩班五年級學童為研究對象，一班為實驗組 (n=22)，另外一班為對照組 (n=20)。兩組學生分別接受8週，每週2次40分鐘的籃球課程。本研究透過「情境興趣量表」、「判斷力測驗」與「籃球測驗」等量化研究工具蒐集資料，並輔以討論單、學習單、半結構式訪談與觀察等質性資料進行資料分析。量化資料以描述性統計、二因子混合設計變異數、多變項變異數、皮爾森積差相關與多元逐步迴歸分析其差異性與解釋力，統計顯著水準訂為α=.05；質性資料採用內容分析法分析以輔助詮釋研究結果。結果顯示：(一) 5E探究式教學對學童情境興趣之新奇、挑戰與專注需求等構面達顯著效果，質性資料顯示5E探究式教學對情境興趣有所提升；(二) 5E探究式教學對學童決策能力未達顯著差異，從學習歷程的改變來看，本研究學童在運動競賽策略的提升較不明顯；(三) 5E探究式教學對學童籃球技能之運球有顯著的效果，從質性資料中發現，學童在籃球技能表現有進步；(四) 實驗組不同情境興趣者在決策能力與動作技能皆無顯著差異。(五) 實驗組學童的專注需求、反應時間與答對率對動作技能具顯著的預測力，在教師的提問之下，能引發學習者專注思考問題的答案，可能有助於動作技巧的精緻化。根據研究結果發現，針對5E探究式教學在教學實務以及未來研究提供建議。

The purpose of this study was to investigate the effects of 5-E Inquiry Teaching Model on situational interest, determination ability and motor skill on basketball program for fifth grade students. Quantitative and qualitative methods were used. Quasi-experimental design with an experimental group (EG) and a comparison group (CG) were adopted to investigate the effects on student learning. Two classes of fifth grade students were selected from an elementary school in Taipei City, Taiwan. Twenty-two students (n=22) received 5-E Inquiry Teaching Model as EG, and twenty-one subjects (n=20) received direct teaching as CG. Both groups met twice a week for 40 minutes per session with duration of 8 weeks. Situational interest questionnaire, determination test and basketball test were used to collect quantitative data, and analyzed by descriptive statistics, mixed-design two-way ANOVA, MANOVA, Pearson product-moment correlation and simultaneous regression (α=.05) while qualitative data was analyzed through content analysis from discussion sheets, learning sheets, semi-structure interview, observation journals. The level of significance for acceptance or rejection for this study was set at the .05 level. Results indicated that (1) For situational interest, EG had significant improvement on novelty, challenge and attention demand when comparing with the CG. (2) For determination ability, there was no significant difference between EG and CG. (3) For motor skill, EG showed significant improvement on dribbling when comparing with the CG. (4) For EG, there was no significant difference between high and low situational interest and students on determination ability and motor skill. (5) Through 5-E Inquiring Teaching, attention demand, reaction time and accuracy were good predicter for motor skill. Based on the above result findings, suggestions on 5-E Inquiry Teaching Model, teaching practice and future studies were proposed.

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