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題 名 | 個案研究--體育教師羽球課教學行為分析=Case Study--The Pedagogic Behavior Analysis of Badminton's Instructors from Tak-Ming Businese College |
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作 者 | 陳谷宗; | 書刊名 | 德明學報 |
卷 期 | 14 1999.03[民88.03] |
頁 次 | 頁147-159 |
分類號 | 528.953 |
關鍵詞 | 羽球; 教學分析; 系統觀察; Badminton; Analysis of pedagogy; System observation; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究嘗試以系統觀察法探討教師羽球教學過程,研究以攝影觀察的方式來取得 班級教學行為的過程資料,並採用 Anderson 等人所發展出來的觀察系統表,再依本研究之 需要進行修改及增刪,設計成「體育教師專業功能系統觀察表」並以此表來進行教師教學行 為的分析研究,所得結果經討論之後,得出如下的結論: 1. 該位體育教師的羽球教學行為 以「同步指導」、「引導活動」及「其他有關活動之交互行為」三項於兩次觀察中所佔比例 最高,顯見此教師在上課時最重視也最常出現這些教學行為。 2. 其次是「準備性指導」、 「觀察活動」和「介入指導」三項在此教師的教學行為中也相當高的比例。由此可知此教師 在上課時非常重視學生能對課程有通盤性的了解,並關心學生的接受情形,同時在上課告一 段落或練習之後做修正和指導工作。 3. 在「組織活動」、「調整器材」以及「其他非交互 活動行為」三個類目中,此教師很少出現這些行為,而「提供器材或整理環境」、「裁判活 動」、「看護」、「參與活動」以及「行政事務」等類目行為更少出現,甚至沒有出現,顯 見此教師有較少時間花在一些和學生學習無直接關係或沒有關係的行為上。 |
英文摘要 | The purpose of this research is to seek out the procedure of teachers through the observation by handy video camera. This research had taken the Anderson's Observation system table for references and it was amended to "Physical Education's Teacher's Professional Function Observation System Table" to meet this research, and this table is used to analysis the instructors' pedagogy behavior and arrive the following conclusions: 1. The physical education teacher was observed that used the following pedagogy "concurrent instructing", "leading exercise" and other related interaction activities" most frequently under the twice observation. It is obvious the teacher takes the above said pedagogy most import and uses them often. 2. For the second frequent used pedagogy are "preparatory instruction", "observing the performance or motor activities" and "intervening instruction". This means that the teacher emphasizes the students' acknowledgment of the whole courses and concerns the students' acceptance. There is instruction and amending of the activities of the students after class. 3. It is seldom to observe following three pedagogy, "organizing", "adjustment of equipment" and other non-interaction related motor activities used by the teacher, meanwhile, the "providing equipment or readying venue" "officiating exercise", "spotting", "participating in motor activities", "administering affairs" categories are even less or never being observed. It is obvious that the teacher spends little or no time on the behavior of no direct or even no direct connection to the learning of students. |
本系統中英文摘要資訊取自各篇刊載內容。