國小健康與體育學習領域專家教師實施戶外冒險教育課程之教學行為

Teaching Behavior of Outdoor Adventure Education on Health and Physical Learning of Elementary School

黃柏融(Bo-Lung Huang) ； 陳玉枝(Yuh-Chih Chen)

《大專體育學術專刊》 99年度 (2010/05) Pp. 192-201

https://doi.org/10.6695/AUES.201005_99.0026

摘要

本研究目的在探討一位現職臺東縣國小健康與體育學習領域專家教師和三位各領域業界實施戶外冒險教育課程的專家教師群，在教學行為中的時間配置、回饋行為、教師時敘和移動次數的使用情形，並進一步分析影響專家教師群教學前、教學中和教學後行為的因素，以提供生手教師在教學過程中，使用各種教學行為之參考，進而提升戶外冒險教育課程的學習成效。以周禾程所研發之體育教學與運動訓練觀察系統（PETOS）為系統觀察工具，共分析十一節戶外冒險教育課程，並輔以訪談蒐集相關影響因素資料。研究結論為：一、專家教師在教學行為中的時間配置以課程教學時間為最多，可見其教學時間配置為適當。另發現教學配置時間會因課程主題及專家教師群不同而有所差異。二、專家教師在教學行為中的回饋行為以一般性回饋為主。因此，建議能再多提供修正性回饋為宜。三、專家教師在教學行為中的教學時敘為多樣化的活動內容。四、專家教師在教學行為中的移動次數為多。五、專家教師在教學前的教學準備充分，且教學設計能因應學生反應調整；在教學中的教學行為表現滿意，且有能力解決突發狀況；在教學後需適時給予修正性回饋，且能因應學生喜歡操作課程，安排做中學的課程活動。

關鍵字

體育教師觀察系統 ； 時間配置 ； 回饋行為 ； 教師時敘 ； 移動次數

並列摘要

This study was to investigate a professional teacher, who was now teaching health and physical education in a elementary school in Taitung County, and three different fields of professional educators who also were specialized at taking outdoor adventure lessons, how their teaching behavior in time arrangement, feedback behavior, teaching arrangement and the number of moving when teaching; further more, this case would be discussed what were the factors effects those professional in three steps, which were before teaching, in the middle of teaching and after teaching. By doing so, it could be the references, or increased the better result of outdoor adventure education for the teachers with no experience. Depends on PETOS as the observed tools, they had eleven outdoor adventure chapters, along with interviews and collecting dates, the conclusion were followings: 1. In time arrangement, the professional teachers were teaching lessons and this seems to be proper. Time management could be different when the lesson was changed or when the professional had different methods. 2. The professional teachers of the feedback did not show variety, therefore, the feed-back instruction could be designed in different ways. 3. The professional teacher in their teaching behaviors had more variety of the teaching arrangement. 4. The professional teachers in their teaching behavior had a lot of moving. 5. The professional teachers did well as before they taught, also the class designe was adjusted when its needed while students react; while teaching, it was capable of handling of emergency situation; after teaching, student feedback was necessary, rely on what were students interests, arrange lessons when they interacted with one another.

並列關鍵字

PETOS ； time arrangement ； feedback behavior ； teaching arrangement ； number of moving