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題名 | 分析小學體育老師上課位置與學生不做作業行為的關係= |
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作者 | 王敏男; |
期刊 | 臺東師院學報 |
出版日期 | 19920600 |
卷期 | 4 1992.06[民81.06] |
頁次 | 頁149-183 |
分類號 | 523.47 |
語文 | chi |
關鍵詞 | 上課; 小學; 老師; 行為; 位置; 作業; 學生; 體育; |
中文摘要 | 本研究的主要目的在於評估,小學正常體育課,老師站立位置的型態與學 生不做作業行為的關係。 研究的對象為任教於小學,具有7年教學經驗,現年30歲的國小體育男性專任老師一名 及該名老師所任教班級中的一名學生,這名目標學生目前就讀三年級,男生。研究為時6週 計17節課、每節課以攝影機攝影製成錄影帶,俾使永久保存這些資料。各錄影帶內的資料 ,由觀察者以暗碼記錄並換算成百分比。為檢查觀察者間內在同意率,使用記錄間隔法加 以計算,發現內在同意率達93.2%∼ 100%,充分證明觀察是可信的。本研究採取多因素 基線設計,把實驗狀況分成三種;(1)基線狀況,老師以一般正常的方式去教學,無須接受 研究者的任何提示。(2)「近」狀況,老師在教學前,經由研究者提示,在教學時要儘可能 靠近目標學生。(3)「遠」狀況,老師在教學前,經由研究者提示,在教學時儘可能遠離目 標學生。為了丈量出老師與目標學生間的距離,把教學活動區分成9格。 研究的結果顯示,在老師上課位置,有關師生同格的間隔百分比,「近」狀況(平均 數=52.2;標準差=10.98)要比基線狀況(平均數=20.3;標準差=9.43)高出很多。「遠 」狀況(平均數=11.2;標準差=5.67)與基線狀況則無多大差異。至於師生相距二格以上 的間隔百分比,「近」狀況(平均數=9.5;標準差=2.86)比基線狀況(平均數=25.6;標 準差=8.14)及「遠」狀況(平均數=28.9;標準差=10﹒78)都要少。 本研究又發現,學生不做作業行為,在「近」狀況(平均數=13.4;標準差=6.02)要 比基線狀況(平均數22.3;標準差=7.93)少。 本研究的結論是,體育老師在上課時儘量靠近學生,是有效監視學生的方式之一,可 以減少學生不做作業行為的發生,比只站在一個固定角落監視學生還有效。 |
英文摘要 | The purpose of this study was to analyze the relationship between teacher location patterns and student off-task behavior during regular elementary physical education classes. One 30 year-old male elementary physical education teacher at a suburban school and one male student in a third grade class served as subjects for this study. Classed were videotaped so permanent records would be available for subsequent data collection. Data collected from the coding of videotapes were compiled into percentages of location and off-tack variables. The Scored-Interval method for calculating Inter-Observer Agreement produced a range of 93.2%-100% which was sufficient to indicate that the observations were reliable. A muti-elementary baseline design was chosen for this study. In this study the effects of three conditions were compared on alternation class sessions. They included (1) Baseline, during which the teacher taught his regular class without cued; (2) condition "Close", during which the teacher was cued to stay as close to the target student as possible'; and (3) condition "Far", during which the teacher was cued to stay as far away from the target student as possible. The activity area was divided into nine sectors by placing large orange cones around the perimeter, in such a way that they divided each side of the activity areas in equal thirds. Small x 's of black adhesive tap were placed at the intersections of the sector borders to aid in accuately determining the location of teacher and target student. The results of this study show that for observations of teacher location, teacher spent more time in the same sector during condition "Close" than during condition "Baseline". The condition "Far" did not produce a significant difference with the baseline pattern by an almost complet overlap of data. The percent of intervals where the teacher was either on the opposite end of the activity area and/or at least two sectors over from the target student was located was lower and less variable during condition "Close" as compared to baseline sessions. This study also show that Off-task behavior occurred less during condition "Close" as compared to baseline sessions. It was concluded that the proximity factor is of greater importance to effective monitoring than is having a view of the whole class from one location. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。