國中學生知覺體育專家與生手教師回饋對學習成就之相關性研究

A study of Relationship of Student's Perception of Expert and Novice Teacher Feedback to Students' Achievement in Junior High School Physical Education

林彥伶(Yen-Ling Lin) ； 闕月清(Keh-Nyit Chin)

《臺灣運動教育學報》 5卷2期 (2011/10) Pp. 29-48

https://doi.org/10.6580/JTSP.2011.5(2).03

摘要

本研究目的在探討國中學生知覺體育專家與生手教師回饋對學習成就的相關性。研究對象包括為一位國中體育專家教師與一位生手教師，及其任教之八年級學生，共68名（男生35人、女生33人）。教學內容為排球發球與低手傳球兩個單元，共八節課。採用Fishman與 Tobey教師回饋觀察系統工具來蒐集教師回饋行為，並以學生知覺教師回饋量表的調查，瞭解學生知覺教師回饋的差異。資料分析則以相依樣本t檢定比較學生學習成就之差異，以皮爾遜積差相關，分析教師回饋與學習成就之相關，輔以學生知覺訪談，瞭解學生知覺的教師回饋行為是否有一致。研究結果顯示：（一）體育專家與生手教師在回饋對象與目的的行為類目有不同的表現，兩者在聽覺、總結時間、整個動作、空間特質、中立語氣等回饋類目所佔比例最高，體育專家教師則以小組為回饋對象，並給予處方性的回饋為主，體育生手教師則是以個人為回饋對象，給予描述性的處方為主（二）體育專家教師共有510次的回饋總數且每分鐘1.41次的回饋頻率，高於體育生手教師的459 次與1.28次；（三）學生學習成就方面，體育專家與生手教師學生都有進步的表現，且部分回饋類目與學習成就達顯著相關；（四）學生知覺方面，體育生手教師學生知覺教師回饋情形高於體育專家教師學生（生手教師分構面得分介於2.90至3.57，總得分量表為3.26、專家教師分構面得分介於2.27至3.56，總得分量表為2.31）；（五）練習試作成功率方面，體育專家教師學生表現高於體育生手教師學生（專家教師學生成功率為.61、生手教師學生成功率為.55）。本研究透過學生角度探討學生知覺教師回饋的理解性，使教師能瞭解動作分析與回饋技巧對學生學習效果的重要性，藉以反省自我教學效能，作為教學現場與培育機構在體育課程與教學設計之參考。

關鍵字

學生知覺 ； 教師回饋行為 ； 學習成就 ； 專家教師 ； 生手教師

並列摘要

The purpose of this study was to investigate the relationship of student's perception of expert and novice teacher feedback to students' achievement in junior high school physical education class. One junior high school physical education expert and a novice teacher, with 68 eighth grade students in their physical education classes (expert-33 students, novice-35 students) served as the participants of this study. Instruction took place during eight classes of volleyball serve and setting unit. Data were collected by videotaping and audiotaping. The systematic observation instrument used was Fishman and Tobey Teacher Feedback Observation System. A modified ”Student Perception of Teacher's Feedback” Scale was used to investigate the difference of student's perception in teacher feedback. Dependent t-test was used to determine difference in students' achievement. Pearson product moment correlation was used to analyze correlation of the teacher feedback and the learning achievement. Individual student's perception interview was administrated to further understand the consistency of student perceived teacher feedback. Results indicated that: (1) The expert and novice teacher were different in intent and direction feedback categories. (2) The expert teacher provided 510 feedbacks in eight lessons at the rate of 1.41 per minute, which was higher than the novice teacher with a total of 459 times at 1.28 per minute. (3) In student's achievement, the expert and novice teacher's students showed improvement in performance, and some feedback categories were significantly correlated with student achievement. (4) In student's perception, students of the novice teacher scored higher in perceived teacher feedback than the expert teacher's. (5) In successful rate of practice trial, the expert teacher's students showed higher performance than novice teacher's. These findings have implications for teacher education and physical education teachers, as well as provide insights for researchers.

並列關鍵字

student's perception ； teacher feedback behavior ； learning achievement ； expert teacher ； novice teacher