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國小實習教師體育教學反省之調查研究:以台東師範學院為例

The Survey Research of Physical Education Teaching Reflection for Elementary School Students Teacher

摘要


本研究目的為瞭解國小實習教師在實習前期體育教學的反省情形,進而探討其教學反省層次、類型、內容、態度和影響教學反省的因素,以作為修改職前教育課程之參考,期能培育更多具有解決問題能力及批判能力的教師。因此,以國立台東師範學院九二級體育學系畢業之四十位國小實習教師為對象,使用修正過的吳和堂國中實習教師教學反省之問卷,蒐集其背景變項(性別、公自費別、入學方式和教學反省訓練),實習學校背景變項(實習學校地區、實習學校大小、實習年級、實習班級學生人數、實習過的科目、同校實習教師的人數、輔導方式和重要影響者)與實習教師反省變項(反省層次、反省類型、反省態度和反省內容)之相關資料,並以肯德爾和諧係數分析和單因子變異數分析等統計方法處理之。其研究結果如下:一、反省層次方面:實習教師在教學層次的排序,理想上是「實際行動層次」(3.03)為第一,「描述層次」(1.70)為最後,但實際上卻是「技術理想層次」(3.14)居冠,「批判層次」(2.02)殿後。可見,實習教師在反省層次的理想上和實際上之排序是有差異的(W=.800)。二、反省類型方面:反省類型在理想上主要採用「為行動而反省」(2.83)和「行動中反省與行動後反省兩者並用」(2.57)二類型,在實際的反省類型則是以「行動中反省」(3.00)和「行動後反省」(2.93)。三、反省態度方面:國小實習教師的教學反省態度普遍良好(3.76),不因其變項不同而有所差異。四、反省內容方面:國小實習教師在反省教學、學生、教師、班級管理、學校環境與反省自己等反省內容有令人相當滿意的程度(3.79)。五、影響教學反省因素方面:在輔導方式上最常使用的是「教學後輔導教師給予回饋」(3.90),但最不常用使用「小組討論」(2.03)的方式進行輔導。在重要影響者上,「實習輔導教師」(7.49)是最具影響力的重要影響者,其次是「學生」(5.76)。

並列摘要


The purpose of this study was to understand the teaching reflection condition of PE teaching in student teachers' practicum. through exploring the process, levels, patterns, contents, and attitudes of teaching reflections. The findings could be used to modify the pre-service physical education curriculum and improve the teaching methods. In turn to cultivate more teachers with problem-solving and critical abilities. Wu's Modified questionnaires was to gather student teachers' background variables such as gender, age, scholarship or non-scholarship, entrance option, education training institution, and teaching reflection training. The participants were 40 PE majors student teachers' from National Taitung Teacher College. Practicum school background variables such as school district, class size, grade, student number, subjects, student teachers, guidance pattern, important influence person. At the same school and student teachers' reflection variables such as process levels, patterns, attitudes, and contents. This related data was statistically analyzed using Kendall's W. analysis and one-way ANOVA. The results were as follows:1.Reflective levels: student teachers' teaching level of consequence, was different ideally and practically. Ideally, ”practice action level” ranked first (3.30). ”Description level” was last (1.07). Practically, ”Skill idea level” ranked first (3.14), ”critical level” was last (2.20).2.Reflective patterns: Reflective patterns ideally adopt ”reflection for action” (2.83) and ”reflection in action and reflection on action (2.57); but ”in practical reflection would use ”reflection in action” (3.00) and ”reflection on action” (2.93).3.Reflection attitudes: Elementary school student teachers' teaching reflections of attitudes were generally good (3.76). The variables would not cause differential results.4.Reflective contents: There were satisfactory results for elementary school student teachers in reflective teaching, classroom management, school environment and self-reflection (3.79).5.The factors of influence in teaching reflection: The guidance method would be used by ”after class guidance teacher would give feedback” (3.90). Seldom used ”group discussion” to process guidance (2.03). In the most influential part, ”student guidance teachers” were most influential person (7.49), then ”followed by elementary school students” (5.76).

被引用紀錄


李佩玲(2008)。國小校長教學領導反省之個案研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200800265
蔡淑芬(2015)。樂齡教師教學反省歷程之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614012668

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