體育教師回饋與學習成就

Teacher Feedback to Student Achievement in Physical Education

黃秋芳(Chiu-Fang Huang) ； 闕月清(Nyit-Chin Keh)

《大專體育學術專刊》 91年度 (上) (2002/05) Pp. 77-85

https://doi.org/10.6695/AUES.200205_91.0009

摘要

在體育教學的過程中，教師的重要任務之一就是針對學生的動作表現給予回饋，回饋有助於學生動作技能的獲得和增進動作技能的表現。因此，探討教師回饋行為與學習成就的關係成為當前重要的課題之一。本文藉由文獻回顧的方式，整理分析1980－2001年間教師回饋與學習成就相關之文獻，根據分析結果，對師資培育機構、體育教師與未來的研究提出建議。經文獻整理歸納之後所得之結論如下：（1）教師回饋與學生成就相關性不一致。（2）造成研究結果不一致的因素有：資料蒐集時間、練習試做次數、學生技能水準、教師的專業知識與回饋品質、動作技能難度、學生中介影響、系統觀察工具的應用等。從文獻回顧分析中，可以清楚看到教師回饋在教學上確實有其存在的必要性，然而，就研究結果所顯示的不一致性，教師回饋對於學習成就的關係似乎有待進一步的探討。

關鍵字

教師回饋 ； 學習成就

並列摘要

In physical education classes, one of the important roles of the teacher is to provide feedback to students in regards to their performance (Rink, 1985). Feedback is useful to students in acquiring motor skills and enhancing motor skills performance (Lee, keh, & Magill, 1993). Therefore, it is important to explore the relationship of teacher feedback to student achievement. The purpose of this review paper was to analyze the literatures about teacher feedback to student achievement form 1980 to 2001. According to the analytic results, suggestions were made to the teacher education institutions, physical education teachers, and future research educators. Within the limitations of this paper, the following conclusions were derived: (1) The results of teacher feedback to student achievement were inconsistent. (2) The reasons of results inconsistent were due to the time of data collection, the numbers of practice trials for students, student skill levels, teacher knowledge and the quality of feedback statements, student mediation of instruction, and the application of systematic observation. The instructional effects of teacher feedback were obvious in physical education from the literatures. However, the relationships of teacher feedback to student achievement were inconsistent. Further investigation in this issue is necessary.

並列關鍵字

teacher feedback ； student achievement