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題名 | 教師對不同運動技能成就學生之回饋內容分析=Content Analysis of Teacher Feedback Provided to High- and Low-Skilled Volleyball Learners |
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作者姓名(中文) | 鐘敏華; |
作者姓名(外文) | Chung, Min-hua; |
書刊名 | 花蓮師院學報 |
卷期 | 7 1997.06[民86.06] |
頁次 | 頁23-44 |
分類號 | 523.37 |
語文 | chi |
關鍵詞 | 運動技能成就; 教師回饋; Motor skill performance; Teacher feedback; |
中文摘要 | 本研究旨在探討排球運動不同技能成就初學者之教師回饋內容。以一位十年以上教 學經驗的國中體育專人壬教師,及其所教二班學生(男生三十八人,女生三十七人)前測客 觀評量分數中,男、女生之最高或最低分數者各三位,為本研究之受試者。 在三週六堂課,每堂課五十分鐘的一般體育課教學中,主要的教學內容為排球低手傳球。以 錄影及錄音方式取得每堂課上課資料, 並運用系統觀察法的事件紀錄法, 及修正後之 Fishman and Tobey 教師回饋觀察系統,分析教師提供回饋的行為。學生運動技能成就則以 教學前的前測、三週教學後之後測、和教學元結束三週後保留測驗的客觀與主觀評量成績為 分析資料。經分析後得到以下的結論: (一)高運動技能戊尸就學生比低運動技能成就學生獲得較多教師回饋頻率。兩種運動技能 成就學生都同樣獲得教師以中立語氣,提供處方、整個動作和空間特殊性的回饋內容。 (二)男學生比女學生獲得較多教師回饋頻率。男、女學生之低運動技能成就者,比高運動 技能成就者獲得較多教師回饋頻率。教師回饋內容也是以中立語氣,提供處方、整個動作和 空間特殊性的回饋內容。 (二)男學生比女學生獲得較多教師回饋頻率。男、女學生之低運動技能成就者,比高運動 技能成就者獲得較多教師回饋頻率。教師回饋內容也是以中立語氣,提供處方、整個動作和 空間特殊性的回饋內容為多。 |
英文摘要 | This study was conducted to investigate the teacher feedback frequencies and contents provided to high- and low-skilled students in basic volleyball skill. One physical education teacher with ten-years teaching experience and 75 students (37 girls; 38 boys) in a Junior High School participated in this study. Based on pre-tests scores, students were rank ordered according to motor skill performance. Some target students (the 3 best and the 3 worst girls and boys) were selected for a complete analysis of their ongoing responses during the class. Instructions took place for six basic volleyball class sessions. Each class period was approximately 50 minutes in length. A modified version of the Fishman and Tobey Teacher Feedback Observation System (1978) was used to code feedback episodes. Pre-tests, post-tests and retention tests were all administred to the student subjects on forehand pass basic volleyball skill. Within the limitations of this study, the finding were as follows: ぇ The high-skilled students received more feedback frequencies than low-skilled students. The contents of teacher feedback were located in the prescriptive, whole movement, space, and neutral sub-categories. え The boys received more feedback frequencies than girls. The contents of teacher feedback were located in the prescriptive, whole movement, space, and neutral sub-categories. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。