國小體育科輔導員之教學行為探究—以三種系統觀察工具分析并檢視其適用性－

Teaching Behavior Inquiry into Physical Education Counsellor for Elementary School-Using Three Observation Systems and Examining Their Applicability

劉仙湧(Shian-Yeong Liu)

《體育學報》 20期 (1995/12) Pp. 179-190

https://doi.org/10.6222/pej.0020.199512.4016

摘要

國小體育科輔導員的教學行為有以下特色：
一、管理行爲—田徑輔導員的管理效率在活動開始時最高，結束時最低；球類遊戲輔導員則相反。
二、指導行爲—以架構課題與控制爲主、其次傳遞訊息及觀察，較少給予學生回饋、贊美／鼓勵、發問。
三、督導行為—
1．身體移動型態較不積極，習慣固定在場地的一小區域教學。
2．教學內容側重創新、多樣性的活動設計。
三種研究工具各有其特色與限制：
1．DACOME-PE針對管理行爲及效率分析，但過於細分。
2．DIBA將直接教學概念具體行爲化，但不够詳盡。
3．TMAS能同時觀察記錄教師身體移動型態及教學內容，唯行爲類目需再整合。

關鍵字

體育科輔導員 ； 田徑輔導員 ； 球類游戲輔導員 ； 指導行為 ； 督導行為

並列摘要

The analysis of teaching behavior for physical education counsellors on elementary school is:
1. Managing Behavior--The PECTF's managing efficiency is highest at the beginning of the activity and lowest at the end; PECBG's is just the opposite.
2. Instructing Behavior--Both the physical education counsellors' teaching behaviors are mainly structuring and controlling; then, informing and observing, seldom giving students feedback, praise/encouragement and questions.
3. Monitoring Behavior-
(1) The physical movement patterns of both the physical education counsellors are not active enough. They are used to teach at few certain sectors.
(2) The teaching content enphasizes innovation and variety of the activity design. Nevertheless, three different instruments have their own features and restraints, respectively:
(1) DACOME-PE is a little detailed.
(2) DIBA oversimplifies the teaching behavior.
(3) TMAS's catagories don't include some special teaching behavior of the physical education counsellors.

並列關鍵字

Physical education counsellor ； PECTF ； PECBG ； Managing behavior ； Instructing behavior ； Monitoring behavior