體育試教老師教學行為分析

Analysis of Teaching Behavior of a P.E.Student Teacher

10.6222/pej.0021.199606.2102

林靜萍(Jing-Ping Ling)

試教老師 ； 試教老師同儕觀察系統（簡稱STOP） ； Student teacher ； Student teachers observing peers

體育學報

21期（1996 / 06 / 01）

13 - 24

繁體中文

本研究旨在了解體育試敎老師教學行為並就觀察結果給予回饋，了解回饋對其教學行為的影響，以「試教老師同儕觀察法」為主要研究工具，以文獻分析及晤談方式為輔，在試教期間進行個案研究，研究結果歸納如下三點： 一、就教學型態而言，受試者：㈠注重教學指導，少給回饋。㈡教學時以閉鎖性描述式的講授方式為主。㈢班級組織管理為教學的主要困難。 二、研究者根據系統觀察結果給予的回饋對其教學行為影響大，但穩定性不足。 三、受試者的教學行為特徵與教學目標未能配合。研究者並提出下列建議供後續研究及體育師資培育之參考：一、增加對學生方面的研究：如敎師希望樂趣化的教學，學生是否感受到，正負面回馈方式給學生的感受如何等等。 二、提早開始並延長試敎時間；研究顯示根據系統觀察結果給予回饋確能改變其敎學行為。但可能因試敎時間不長，不足以產生穩定性的變化，且試教生覺得不足之處，也沒有再學習、再改進、再印證的機會。三、更廣泛的教學法訓練，以便教學方式能與目標配合。 四、師資培育過程施以系統觀察法的訓練，以便學生能根據研究結果自我回饋、同儕回饋，以加強試敎輔導功能。

The purpose of this study was to understand the teaching behavior, and to investigate the effect of the feedback offered from the results of the systematic observation on the teaching behavior of a P.E. student teacher. The subject in this case study was a student teacher from National Taiwan Normal University P.E. department student taught in a Junior High School for a period of 3 weeks. ”Student Teachers Observing Peers” (STOP)systematic obervation instrument、document analysis and interview were used to collect data. The results indicated that: 1. On the teaching pattern: (1)the student teacher provided more instruction and less feedback.(2)the closed description was the major instruction strategy.(3)class management was the main problem of teaching. 2. Feedback from the observation results to the subject had a great impact to his teaching behavior. However, the change in the teaching behavior was not constant. 3. The characteristics of student teacher's on the teaching behavior did not match histeaching objective. The results of this study have implication for teacher training. A couple of suggestionsis presented as followings: 1. Aid the collected data from student subject to see the student's understanding about teacher's funny-teaching, and to investigate the positive and negative feedback on to student's feeling. 2. Student teaching practicum should be lengthened sufficiently and started at an earlier preservice year: According to the researcher's feedback based on ”STOP”, it will helpalter one's teaching behavior. However, it does not guarantee a stable change on teaching behavior since the teaching practicum was too short in time in this particular study. Besides, if student teachers do not do well enough for their one-time teaching practicum, they will not have another opportunity to reexamine and to improve theirteaching. 3. Provide a wide range of teaching strategies training for student teacher to match the teaching objective and teaching strategies. 4. Application of the systematic observation methods during teachers' training process: This observation approach will help intensify the function for teaching practice. The student teachers can make use of the feedback on their own teaching as well as their peers' based on those observation results.