國小教師體育教學反省與師生互動行為之研究

A Study on Teacher-Student Interactive Behavior and Teaching Reflection of Physical Education in Primary School

吳秋慧(Chiu-Hui Wu) ； 陳玉枝(Yuh-Chih Chen)

《大專體育學術專刊》 92年度 (上) (2003/06) Pp. 206-218

https://doi.org/10.6695/AUES.200306_92.0022

摘要

本研究旨在探討國小教師體育教學反省札記的內容取向、層次和態度及反省與師生互動行為之關係。以國小教師1名及所教學生33名為研究對象，拍攝其八節體育課實況，並使用體育教學反省札記的內容分析法及RIAS系統觀察法分析相關研究資料，研究結果如下：一、反省札記內容取向以「自身」反省為主，其次依序是「教學」、「政策制度」、「學生」、「學校環境」和「教師」等。在交互分析結果後反省札記內容以「自身－虛心」、「政策制度－批判心」篇數最多，「自身－實際行動」、「政治制度－批判層次」次之。二、反省的層次以「描述反省」最多，其次是「實際行動」層次，再則是「批判反省」和「技術反省」層次。三、教師反省的態度以「虛心」為主，其次是「專心」，再則是「負責心」和「批判心」。四、反省期間，師生行為所佔的比例接近4：5，是以學生為學習主體的反思教學方式，師生互動行為比率最高是教師的講述，其次是學生的活動，接著是學生的回答。反省使教師行為隨反省次數的增多而減少；而學生行為隨教師反省次數增多而增多。五、反省期間，教師以口語表達為主；學生以非口語表達為主，反省使教師的口語行為增加；非口語行為減少；且學生口語行為有增加的趨勢；非口語行為減少。六、反省使教師正向回饋多於負向回饋；學生正向的回饋遠高於負向回饋。

關鍵字

體育教學反省 ； 師生互動

並列摘要

This study was designed to explore the content, dimension and attitude of reflective diary of physical education in primary school, and the relation between teaching reflection of physical education and teacher-student interactive behaviors.The subjects of this study were one teacher and 33 students of his class.This study collected the data by content analysis of reflection diary in physical education teaching and RIAS system observation method. The research results were summarized as follows:1.Reflective diary contents were ”self-open mind” and ”policy and system-criticism” primarily. ”Self-practical action” and ”policy and system-critical dimension”, were the second. Reflective diary contents was ”self-reflection” primarily and the others were ”teaching”, ”policy and system”, ”student”, ”school environment” and ”teacher” by order.2.Reflective dimension was ”descriptive reflection” primarily. ”Practical action” was the second. ”Critical reflection” and ”technical reflection” were the third.3.Reflection attitude of teacher was ”open-minded” primarily. ”Responsibility” and ”criticism” were the third.4.During reflection, the interactive behavior rate of teacher-student was the first in ”teacher's lecture”. The ”student's activity” was the second. The ”student's answer” was the third. During reflection, the interactive behavior rate of teacher-student was approximately 4:5. The teaching was based on the reflection and thinking. Teaching which was student-centered. Reflection made the ”teacher's behavior” decreased by the times of reflection increasing; The ”student's behavior” increased by the times of reflection increasing.5.During reflection, teachers used ”verbal expression” primarily. Students used ”non-verbal expression” primarily. Reflection made the teacher's verbal behavior increased and non-verbal behavior decrease; The student's verbal behavior had the tendency of increase; The student's nonverbal behavior had the tendency of decrease.6.Reflection made the teacher's ”positive feedback” more ”negative feedback”. The student's positive feedback was more than negative.

並列關鍵字

reflection of physical education teaching ； teacher-student interaction