國小體育專家教師與生手教師教學行為之比較

The Comparison between Primary School Physical Education Expert Teachers and Novice Teachers' Teaching Behavior.

黃泰源(Tai-Yuan Huang) ； 周宏室(Hung-Shih Chou) ； 吳淑靜(Shu-Ching Wu)

《大專體育學術專刊》 94年度 (2005/05) Pp. 27-34

https://doi.org/10.6695/AUES.200505_94.0003

摘要

本研究旨在探討國小體育專家教師與生手教師教學行為。研究對象包括一位體育專家教師和生手體育教師，以及其任教班級學生共65名，教學內容為「體操－手腳並用」，共六節課。採用錄影方式取得教學資料，透過體育教師觀察系統（PETOS）蒐集與分析教師教學行為。研究結果顯示：一、在教學時間配置方面，專家教師較生手教師有較多督導學生時間，較少班級管理時間；二、在回饋次數方面，專家教師明顯多於生手教師，在回饋內容方面，專家教師以訂正性正面回饋為主，生手教師以訂正性負面回饋為主；三、在移動次數方面，體育專家教師明顯多於生手教師；四、體育專家教師比生手教師有較多的教學時敘。

關鍵字

體育教師觀察系統 ； 專家教師 ； 生手教師 ； 教學行為

並列摘要

The purpose of this study was to probe into primary school physical education expert teachers and novice teachers' teaching behavior. The observing subjects included one primary school physical education expert teacher, one novice teacher and sixty-five pupils in their class. The researcher carried off the teaching progress and contents of six gymnastics classes by recording. The teaching behavior was gathered and analyzed with PETOS. The results of this study as followed: (1)In the dimension of time arrangement, the physical education expert teacher arranges it better than the novice teacher. The expert teacher has more time in supervision and less time in class management. (2)There are differences between the physical education expert teacher and the novice teacher's feedback during the teaching process. The expert teacher had higher feedback frequency than the novice teacher. In the content of feedback, the expert teacher mainly provided positive modificatory feedback, but the novice teacher provided negative modificatory feedback. (3)In the dimension of teacher's moving frequency, the expert teacher's moving frequency was much higher than novice teacher. (4)In the dimension of teaching sections, the expert teacher had more instructing sections in the teaching process ttan the novice teacher.

並列關鍵字

PETOS ； expert teacher ； novice teacher ； teaching behavior