中等教育學程體育師資生個案研究：試教行為之分析

The Analysis of A Physical Education Student Teacher's Teaching Behavior

10.6646/CYPEJ.2016.8.26

梁生永(Hseng-Zyung Neo)；李柏昂(Po-Ang Li)；闕月清(Nyit-Chin Keh)

系統觀察法 ； ASUOI ； 師資生 ； 教學行為 ； Systematic Observation ； Asuoi ； Student Teacher ； Teaching Behavior

中原體育學報

8期（2016 / 07 / 01）

26 - 35

繁體中文

本研究目的為探討中等教育學程體育師資生的試教行為，並比較不同項目試教行為的差異，以及其對自我試教行為之看法。研究參與者為以立意取樣之一位女性大學體育師資生，試教三節體操和兩節排球課。資料蒐集採全程攝影5 節試教體育課，並以亞歷桑納州立大學觀察工具 (Arizona State University Observation Instrument，ASUOI) 進行教學行為分析，同時在教學實習結束後，以半結構訪談，深入瞭解體育師資生對自我試教行為的看法。研究結果發現：1. 體育師資生指導教學行為次數出現最多依序為管理、當場指導、正確示範；最少依序為使用名字與責備；2. 體育師資生之體操與排球教學行為有差異；3. 體育師資生對自我的試教行為有正負兩面看法，但對自己的表現相當滿意；4. 體育師資生對指導教學行為的看法，認為採肢體協助、動作示範、發問較能引起動機，提升學習效果；在非指導教學行為方面，則認為應多讚美少責備。本研究結果可供體育師資生作為反省及改善自我教學之參考。

The purpose of this study was to investigate a high school physical education student teacher's teaching behavior, and to compare difference in teaching behavior of different sport events, as well as her views on the teaching behavior. The participant was a female physical education student teacher purposively sampled from a group of physical education student teachers. Arizona State University Observation Instrument (ASUOI) was used to analyse the data collected from videotapes during physical education teaching lessons. Interviews were used to collect qualitative data, to elicit the in-depth understanding of physical education student teacher's views of her self-practice teaching behavior. The results showed that: (1) The occurrence of the physical education student teacher's instruction teaching behavior were management, concurrent instruction, positive modelling consecutively; less observed behaviors were use of first name and scold; (2) There were differences between gymnastics and volleyball teaching behaviors; (3) The physical education student teacher revealed both positive and negative views on self-practice teaching behavior, but was quite satisfactory about her own performance; (4) The instruction teaching behavior of physical assistance, modelling and questioning were used to promote motivation and improve learning outcomes. For the non-instruction teaching behavior, she thought that there should be more praise and less scold. In conclusion, the physical education student teacher's instruction teaching behavior was found more frequent than non-instruction teaching behavior. PE student teacher could use the findings as a reference for reflecting and improving teaching performance.

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