學生知覺體育教師教學風格對班級氣氛及創造力影響之研究

A Study of Students' Perception on Physical Education Teachers' Style, the Classroom Climate, and Students' Creativity

謝麗娟(Li-Chuan Hsieh) ； 黃美瑤(Mei-Yao Huang) ； 黃順盈(Sun-Ying Huang) ； 方同賢(Tung-Hsien Fang)

《臺灣運動教育學報》 12卷2期 (2017/11) Pp. 1-14

https://doi.org/10.6580/JTSP.2017.12(2).01

摘要

目的：探討國中學生知覺體育教師教學風格、班級氣氛及創造力之相關與預測情形。方法：研究對象以臺北市東、西、南、北區八所共計500位國中學生，並填寫知覺體育教師教學風格量表、體育課班級氣氛量表及創造力測驗。以描述性統計、獨立樣本t檢定、皮爾遜績差相關與多元逐步迴歸等統計方法進行分析。結果：一、不同體育教師教學風格偏好在體育課班級氣氛及創造力，僅在教師主導組在「衝突」之得分高於小組引導風格。二、學生創造力與知覺教師主導的教學風格與衝突、限制的班級氣氛呈負相關。三、學生的同學支持、衝突、滿足感、小組引導風格、教師主導風格是影響學生創造力表現的因素。結論：本研究發現學生正向知覺班級氣氛營造，可經由體育教學的導引，能有效的引發學生展現出其創造力。

關鍵字

小組引導風格 ； 教師主導風格 ； 創意

並列摘要

Purpose: The purpose of this study was conducted to investigate junior high school students' perceptions of their teachers' teaching styles, classroom climate and students' creativity in physical education setting to determine if there was a significant relationship among perceived teaching style, classroom climate, and students' creativity. Methods: The data for this study were gathered from a sample of 500 junior high school students enrolled in eight schools from local high school in eastern, western north, and south Taipei. The students completed the Student's Perceived PE Teacher Teaching Style scale, Classroom Climate in PE scale, and Creativity Test. The data collected were analyzed using independent t-test, Pearson Correlation coefficient, and stepwise regression. The hypothesis was tested at .05 level of significance. Results: The findings from this study led to the following conclusions: (1) The score on the teacher-directed style was significantly higher than the team-guided teaching style on the conflict aspect of classroom climate in PE. (2) The student's creativity had significantly negative relationships between teacher-directed style, conflict aspect, and limited aspect of classroom climate in PE. (3) The student's creativity had significantly positive relationships between team-guided teaching style, satisfaction aspect, teacher support aspect, and peer support aspect of classroom climate in PE. (4) The student's support aspect, conflict aspect, satisfaction aspect, teacher-direct style, and team guide teacher style may affect students' creativity. Conclusion: The results pointed out that students' perceived positive aspect of classroom climate through team-guided teaching style in PE, which could impact their creativity.

並列關鍵字

teaching style ； classroom climate ； innovation

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